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The Journal of Perinatal Education logoLink to The Journal of Perinatal Education
. 2024 Oct 1;33(4):174–185. doi: 10.1891/JPE-2021-0019

The Philosophy That Enables the Return to Our Essence in Breastfeeding: HypnoBreastfeeding

G Gökçe İsbir ✉, M Alus Tokat
PMCID: PMC11495251  PMID: 39444748

Abstract

Different initiatives have been implemented along with the results from and recommendations of multiple international meetings to improve breastfeeding. The most common interventions to improve breastfeeding are education and counseling. Although studies are reporting that breastfeeding education and counseling programs improve breastfeeding results, the lack of breastfeeding rates to reach the targeted levels suggests that there is a requirement for a different approach. In addition to these results, a paradigm shift in education and counseling, which are the most frequently used methods to improve breastfeeding, is necessary. Hence, the philosophy of HypnoBreastfeeding has emerged. This study addresses the origin and development of HypnoBreastfeeding philosophy, its concepts, and the correlations between the concepts and the relevant philosophical claims.

Keywords: HypnoBreastfeeding, childbirth education, midwife, nurse

INTRODUCTION

Breastfeeding is important to protect and improve both maternal and infant health. Multiple factors affect breastfeeding and its outcomes. In particular, certain sociodemographic and perinatal variables have an impact on the rate of breastfeeding for ≥12 months (Santana et al., 2018). Moreover, psychological parameters such as stress, anxiety, and breastfeeding self-efficacy have been shown to affect the practice (Aluş Tokat et al., 2010; Chan et al., 2016; Lawal & Idemudia, 2017; Wu et al., 2018). Education and counseling are the most common interventions to improve breastfeeding. During the perinatal period, breastfeeding counseling given to mothers often improves breastfeeding self-efficacy, increases the rates of initiating the first breastfeeding in the early period and feeding only breastmilk, and extends the duration of breastfeeding (Balogun et al., 2016; Meedya et al., 2017; Patel & Patel, 2016). The education and counseling that are particularly aimed at improving breastfeeding self-efficacy are effective in improving breastfeeding outcomes (AlusTokat & Okumuş, 2013; Brockway et al., 2017). Although there are studies demonstrating that breastfeeding education and counseling programs improve breastfeeding results, breastfeeding rates have failed to reach the targeted levels, especially in developed and developing countries. This suggests that there is a need for approaches with different paradigms (Balogun et al., 2016; Meedya et al., 2017; World Health Organization, 2021).

In this article, the authors describe the HypnoBreastfeeding philosophy. They address the origin and development of this philosophy, its concepts, and the correlations between the concepts and the relevant philosophical claims. Although certain claims of the HypnoBreastfeeding philosophy will be confirmed, some evidence will be dismissed by the studies reviewed because of the nature of science. Thus, it is possible that the philosophy might change and develop. The HypnoBreastfeeding philosophy may not be accepted by some women because of the difference in the paradigm. However, it is extremely important for professionals who provide breastfeeding support to consider various paradigms when providing services.

PHILOSOPHY AND DEVELOPMENT OF HYPNOBREASTFEEDING

The neocortex of the humans who strive to adapt themselves to the changes in the modern world has been exposed to increasingly uncontrolled audio–visual stimuli and an abundance of information, thereby leading to alterations in the primitive brain (Bretas et al., 2020). The periods of pregnancy, birth, and breastfeeding, which are normally under the control of the primitive brain and occur spontaneously without the requirement for thinking, have begun to be interrupted. The belief that women cannot breastfeed or produce enough breastmilk for their baby, similar to the belief that I cannot be pregnant and give birth, is becoming widespread. Some believe that this belief is attributed to the patriarchal society paradigm and that unconscious mistrust in the ovaries, uterus, and breasts, which are female organs, affects fertility, birth, and breastfeeding (Benoit et al., 2016). The natural and spontaneous processes have been subjected to medical interventions in a field that is rapidly developing owing to technological advancements (Dunsworth, 2018). Every intervention in these processes has resulted in the requirement for another one (Jansen et al., 2013). It has been suggested that for the body to instinctively act, it is important to reduce the neocortex stimuli and allow the primitive brain to take control, which is how the hypnobirthing philosophy was developed by Mary Mongan (Mongan, 2005).

Hypnobirthing has begun to be utilized in births to intensify attention, narrow down the state of consciousness, and reduce the awareness of external stimuli. Fear of childbirth is often blamed for the increased need for unindicated birth interventions leading to unnecessary cesarean surgery. Studies suggest that the hypnobirthing philosophy has been effectively used to control the fear of childbirth and labor pain, which may be perceived more severely owing to fear (Atis & Rathfisch, 2018; Steel et al., 2016). Although there is insufficient evidence to evaluate the effectiveness of hypnobirthing philosophy, the number of women utilizing it at birth is steadily increasing in different countries (Azizmohammadi & Azizmohammadi, 2019; Beebe, 2014). The philosophies of hypnofertility in fertility and hypnobirthing in birth have been developed to allow a woman to discover her own body, to take control of her body and emotions, and to ensure the physiological functioning of hormonal processes (Gilbert, 2013; Mongan, 2005). The primary purpose of both philosophies is to enable the woman to experience the physiological process positively by ensuring that she can trust her body, narrow down her consciousness, and increase her physical and psychological well-being.

Breastfeeding, reproduction, and birth are instinctive acts (Díaz Meneses, 2013). In this context, it may be considered that there is no requirement to learn/teach breastfeeding. Many women around the world would like to breastfeed their babies. Their culture motivates them to breastfeed, and they instinctively strive to be a “good mother” (Burns et al., 2010; Elliott & Gunaratnam, 2009; Morns et al., 2020). However, not all women experience breastfeeding processes as expected; therefore, some women find breastfeeding as challenging, making them feel shame and guilt (Benoit et al., 2016; Morns et al., 2020). While some women believe that breastfeeding is not necessary today because of the available alternative methods of infant feeding, others dismiss breastfeeding for personal reasons claiming that social pressure imposed by others does not consider their preferences (Mena-Tudela & Padró-Arocas, 2020). In many countries and cultures around the world, women’s breastfeeding approaches vary and they may have different expectations and perceptions regarding breastfeeding support (Schmied et al., 2011). When providing breastfeeding support, midwives and nurses often focus on the anatomy of the breasts, nipple, milk flow, position, and latch or the tongue of the baby as strategies to improve breastfeeding outcomes. However, it is suggested that the woman’s intention for breastfeeding also has an impact on the breastfeeding results, including feeling emotionally sufficient, satisfied, and strong during breastfeeding periods (Marques et al., 2011).

Accordingly, it is recommended to consider breastfeeding processes intrapersonally, interpersonally, and contextually (Robinson & Doane, 2017). These results reveal the requirement to provide breastfeeding training and counseling by the individual’s paradigm and holistic approaches. In this context, it has been required to develop the HypnoBreastfeeding philosophy, which associates cognitive and emotional processes with breastfeeding in particular, in addition to other paradigms used in breastfeeding training and counseling. Although the concept of HypnoBreastfeeding has been explored in certain studies, the topic has not yet been conceptually clarified. It has been defined as a relaxation method by certain studies (Anuhgera et al., 2018) and as a therapeutic method that can be used to solve breastfeeding problems in others (Anuhgera et al., 2017; Dini et al., 2017). However, HypnoBreastfeeding is a philosophy rather than a method, just as hypnofertility and hypnobirthing are. The HypnoBreastfeeding philosophy was first introduced in 2017 based on the philosophies by the authors, using methods of hypnobirthing, hypnofertility, emotion-focused approaches, and motivational interviewing.

HypnoBreastfeeding is a philosophy that focuses on the nature of breastfeeding, enhances the woman’s self-confidence toward breastfeeding, and emphasizes mother–baby cooperation. The purpose of this philosophy is not to teach the woman about breastfeeding but to enable her to realize her body and instincts and to experience an inherent and positive breastfeeding experience involving body–brain interaction. The woman is required to explore the nature of breastfeeding and her body through supportive practices including relaxation techniques, visualization, light touch massage, and breathing. The HypnoBreastfeeding philosophy enables the woman to relax and narrow her consciousness. The philosophy helps her to understand and practice positive consciousness and subconscious changes, body–brain cooperation, change and transformation of emotions, change of language patterns and beliefs associated with breastfeeding, and the importance of motivation in breastfeeding.

BASIC COMPONENTS OF THE HYPNOBREASTFEEDING PHILOSOPHY

The HypnoBreastfeeding philosophy comprises mind–body interaction, emotion regulation, and motivation components (Figure 1). The program is based on powerful and effective mind–body interaction. It is important to know the mind to manage or direct the mind–body interaction, which is the first component of the HypnoBreastfeeding philosophy. The mind functionally includes consciousness, subconscious, and critical factors (Davidson & Goleman, 1977; Lankton, 2016).

Figure 1. Components of HypnoBreastfeeding Philosophy.

Figure 1.

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Consciousness is the part of the mind in which reality takes place. It records the short-term memory and is provoked by thought, thinking purposefully and analytically, and analyzing and making decisions. Consciousness includes logic, analytical thinking, personal limits, attitudes, beliefs, decisions, hopes for the future, and thoughts (Mongan, 2005). Various myths and beliefs about breastfeeding may cause breastfeeding women to question themselves in terms of their ability to produce breastmilk; feel helpless, guilty, and stressed; and switch to feeding methods other than breastmilk, resulting in difficult and complex thoughts about breastfeeding (Marques et al., 2011). Women may hear words and phrases, such as “your milk is not enough, your breasts are small, you cannot breastfeed, you are unsuccessful, breastfeeding is very difficult, and the baby is not fed,” thus undermining their confidence. The language of consciousness is words. In HypnoBreastfeeding, positive words are used rather than negative or technical ones. For example, words such as “breastfeeding mother, nursed baby, adequate, abundant, baby is fed, efficient, sustainable, and nutritious” are used in the language of HypnoBreastfeeding. The HypnoBreastfeeding philosophy recommends the usage of affirmations about breastfeeding frequently since their repetition creates a mind–body response. For example, if the breastfeeding woman hangs the affirmations such as “I am breastfeeding,” “My breastmilk is filling my baby’s mouth,” and “With my breastmilk, my baby grows very well every day” in a place where she can see them every day and repeats them frequently during the day, it can create positive changes in the consciousness level.

The subconscious is an emotional, illogical, unreasonable, creative, and motivating part of the mind that indiscriminately accepts the wrong. It records long-term memory and stores all positive/negative experiences after intrauterine life. Emotions, behaviors, experiences, and ways of thinking take place in our subconscious. The language of the subconscious is metaphors and symbols, imagination, visualization, and relaxation (Gilbert, 2013; Mongan, 2005). Positive visuals, dreams, relaxation, a pleasant fragrance, and music associated with breastfeeding are practices that will positively affect the subconscious and facilitate the production and excretion of milk. Relaxation texts that are written by the HypnoBreastfeeding philosophy and contain breastfeeding-specific affirmations, dreams, and visualizations or recorded relaxing music can be used. These records can be given to breastfeeding mothers to help them relax during the day.

The critical factor lies between consciousness and the subconscious. Our conscious state does not accept messages without judgment. This factor acts as a barrier and prevents the transmission of negative messages to the subconscious while allowing the transmission of positive messages (Gilbert, 2013; Mongan, 2005). With HypnoBreastfeeding, negative messages are removed from the subconscious and new positive messages are instead created. It is suggested that the subconscious can only store one message at a time. New messages to the subconscious are stronger, and they are always accepted when they are in conflict with the old. With visualization, relaxation, and imagination, the critical factor barrier is overcome and emotional information is transmitted to the amygdala. Messages transmitted to the subconscious by crossing the critical factor barrier are passed to the autonomic nervous system via neurotransmitters, thus affecting hormonal processes (Figure 2).

Figure 2. Correlation of consciousness, subconscious, critical factors, and autonomic nervous system in HypnoBreastfeeding.

Figure 2.

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HypnoBreastfeeding philosophy uses the three basic laws of the mind: the psychophysical law of reaction, the law of harmonious attraction and repetition, and the law of motivation. In the psychophysical law of reaction, a physiological and chemical reaction occurs in the body for every proposition, thought, or feeling that arises in the mind of the individual. The body is the active component of the mind. Therefore, the body reacts accordingly to everything that the mind perceives as real. The law of harmonious attraction and repetition focuses on the power, energy, and vibration of the words used for breastfeeding. Because words have an impact on emotions, beliefs, attitudes, and behaviors, they trigger an emotional response in the mind and a physiological and chemical response in the body. The law of motivation emphasizes that motivation has an extraordinarily strong effect on the body, which results in an action (Mongan, 2005). The female mind–body interaction during the breastfeeding period can use relaxation accompanied by affirmation, imagination, and visualization for the laws of the mind.

The second component of the HypnoBreastfeeding philosophy is emotion regulation. This component is highly effective and is important in ensuring and maintaining psychological well-being in perinatal periods as in other periods of life. Studies suggest that perinatal stress has an impact on short breastfeeding duration (Riedstra & Aubuchon-Endsley, 2019) and that anxiety and depression have an impact only on breastfeeding rates (Adedinsewo et al., 2014; Figueiredo et al., 2014). Furthermore, the hypnobirthing and hypnofertility philosophies emphasize that emotion management is the basis of physiological control. Therefore, it is predicted that the use of emotion-focused approaches developed to ensure and maintain psychological well-being in breastfeeding periods will exert a positive effect. Emotion-focused approaches developed by Leslie Greenberg have been used in the development of the HypnoBreastfeeding philosophy. Access to emotions for breastfeeding, change and transformation of emotions, and reexperiencing emotions are certain aspects that have been integrated into the breastfeeding process (Greenberg, 2015). Women may approach breastfeeding counselors and educators with beliefs and behaviors caused by incongruent feelings associated with negative messages in the conscious and subconscious. However, often, the woman is unaware of her emotions and their effects on the process. Hence, the HypnoBreastfeeding philosophy focuses on the emotions of the woman. Methods such as association and visualization can be used to ensure that the woman is aware of her feelings and thoughts about breastfeeding. You may ask the woman questions such as “How do you feel about breastfeeding?” or “What are the words that come to mind when you think of breastfeeding?” and enable her to realize and express her feelings. If the woman’s feelings toward breastfeeding are incompatible, they require to be transformed. A certain period is required for the change and transformation of emotions. At the end of the period, the individual is guided to experience new emotions, enabling the change of emotions, beliefs, and behaviors.

The third component of HypnoBreastfeeding philosophy is motivation, which is very important in the breastfeeding experience. It has been determined that the use of motivational interview techniques in breastfeeding processes improves intrinsic motivation, breastfeeding period, and the rates of feeding only breastmilk (Copeland et al., 2019; DeFoor & Darby, 2020; Franco-Antonio et al., 2019, 2020). Moreover, motivation is known to be effective in emotion management (Crowell & Schmeichel, 2016). Hence, motivational interview methods have been used in structuring the HypnoBreastfeeding philosophy and increasing its effectiveness. Mental motivation in breastfeeding can be ensured by education, counseling, peer interaction, repeated viewing of appropriate visuals, and affirmations (DeFoor & Darby, 2020; Mongan, 2005).

NEUROENDOCRINE EFFECT OF A POSITIVE MESSAGE ON HYPNOBREASTFEEDING

Each individual has different schemes of experiences and emotions of those experiences (Greenberg, 2015). These schemes can occur as a result of the individual’s own experiences or can be formed as a result of epigenetic transfers (Dahlen et al., 2013). Owing to the interaction of the schemes existing with different stimuli from the environment, the nervous system is involved and the hormonal axis flow is facilitated, which enables the individual to survive. The autonomic nervous system converts the messages from the environment into the hormonal cycle. There are multiple positive and negative stressors around the individual. The sympathetic or parasympathetic activity begins because of the individual’s interpretation in line with his/her schemes. Mostly, the parasympathetic system is active in individuals in normal life. However, sympathetic activity can often come into play in new experiences. If short-term and manageable, sympathetic activity ensures survival (Guyton & Hall, 2007).

Breastfeeding can be a new experience for the woman, and her schemes for this experience may be positive/negative or not exist at all. Therefore, sympathetic activity is more likely to be triggered. However, parasympathetic activity can be elicited on the existence of positive schemes for breastfeeding and the individual’s positive interpretation of the messages from the environment. For example, the mother comes to see her daughter, who has just given birth, and while watching the baby being breastfed, says, “I remembered the moment when I was breastfeeding for the first time. Although you were being breastfed for the first time, you held the breast so well and nursed that my breastmilk started to fill up quickly. Soon, your milk will start to fill up your baby’s mouth. Just continue breastfeeding. Your baby will grow up just like you, with your breastmilk.” These words convey a positive message that is powerful enough to activate the parasympathetic system. In particular, the repetitive use of similar affirmations alters the physiological and chemical responses of the body by affecting emotions and beliefs.

The hypothalamus is responsible for regulating hormonal balance. It transmits emotional messages through the receptors to the brain and subsequently to the autonomic nervous system and the anterior lobe of the pituitary. Because of the positive message, the parasympathetic system is activated. Emotional messages received through the frontal, parietal, occipital, and temporal lobes of the brain are transmitted to the amygdala, in which they are processed, and to the hippocampus, which acts as a channel. In addition to the positive message, different methods can be added to improve and maintain the parasympathetic effect. For example, imagination can stimulate the frontal and parietal lobes, relaxation can stimulate the Wernicke’s area located in the temporal lobe, and visualization can stimulate the occipital lobe (Guyton & Hall, 2007; Mannel et al., 2012; Mongan, 2005).

Emotional signals, which are processed through the amygdala in the hippocampus, are transmitted to the hypothalamus and then to the right brain, where the subconscious is affected through the afferent pathway, as well as to the left brain, where consciousness is affected. If there are similar messages in past experiences, the right and left brains are activated by them. Chemical responses to messages are transmitted to the anterior and posterior pituitary. Follicle-stimulating hormone, luteinizing hormone, adrenocorticotropic hormone (ACTH), and prolactin are secreted from the anterior pituitary lobe, whose management is under the control of the hypothalamus. In line with the messages, ACTH and prolactin are secreted with negative feedback from the anterior pituitary and oxytocin from the posterior pituitary (Guyton & Hall, 2007; Mannel et al., 2012)

During breastfeeding, neural impulses sent from the breast to the hypothalamus increase prolactin secretion. For example, if the mother is relaxed with affirmations, it is plausible the prolactin may increase and ACTH may decrease. While other hormones are suppressed during breastfeeding, prolactin is activated. Prolactin is a pituitary hormone with >300 physiological effects. This protein hormone controls and regulates reproduction, immune system, energy metabolism, osmotic balance, and growth. Moreover, prolactin is a hormone that regulates emotions. Prolactin’s adaptation to the brain is very important for the regulation and well-being of maternal emotions. Increased prolactin secretion stimulates oxytocin and endorphin release. Endorphins exert morphine-like effects on the body and activate the reward system; enhance the feeling of satisfaction, happiness, joy, enthusiasm, and confidence; and ensure alertness and mindfulness. Prolactin secreted following birth ensures the continuity of oxytocin secretion. The mother’s self-confidence and feeling of safety increase the sustainability of oxytocin secretion. Oxytocin triggers endorphin secretion. After birth, the endorphin level increases with physical contact and breastfeeding, supporting maternal–infant bonding. Endorphins secreted in the mother are passed on to the baby through breastmilk and ensure that the baby feels satisfied and happy. Endorphin levels peak within 20 min of breastfeeding (Guyton & Hall, 2007; Mannel et al., 2007).

When the baby starts to nurse for the first time, breastmilk may not flow. Sensory impulses are transmitted through the somatic nerves from the nipples to the medulla spinalis and then to the hypothalamus, and they cause oxytocin and simultaneously prolactin secretion. Oxytocin reaches the breasts through the bloodstream, contracts the alveoli, and allows the breastmilk to pass into the duct. As the baby nurses, breastmilk flows into the baby’s mouth owing to the effect of oxytocin. Within 30–60 seconds after the baby starts nursing, the milk ejection reflex (let-down reflex) occurs in both breasts. Moreover, imagining the baby or hearing the baby’s voice may activate this reflex. Upon nursing in one of the breasts, a similar reflex is activated in the other breast too. Many practices that activate the parasympathetic system can improve the release of prolactin and oxytocin and increase milk production (Guyton & Hall, 2007; Mannel et al., 2007; Mohd Shukri et al., 2018).

In the HypnoBreastfeeding philosophy, neuro-endocrine system management can be achieved by positively affecting consciousness and the subconscious using appropriate approaches. The effect of the stress mechanism on milk production and excretion physiology has been proven by researchers (Mohd Shukri et al., 2018). Moreover, it is known that stress alters the structure of breastmilk and causes both a decrease in immunoglobulins and an increase in cortisol levels in breastmilk (Mannel et al., 2007). Unlike stress, relaxation is known to have positive effects on the breastfeeding hormonal axis. A systematic review examining the effects of relaxation methods on breastfeeding has determined that relaxation increases the amount of breastmilk (Mohd Shukri et al., 2018). Based on this information, positive messages that allow a positive mood during breastfeeding can have an effect that is opposite to that of the stress mechanism and cause positive changes in the amount and perhaps the content of milk (Figure 3).

Figure 3. The neuroendocrine effect of a positive message in HypnoBreastfeeding.

Figure 3.

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INTEGRATION OF THE HYPNOBREASTFEEDING PHILOSOPHY INTO BREASTFEEDING EDUCATION AND COUNSELING PROCEDURES

The HypnoBreastfeeding philosophy is a new philosophy developed to support breastfeeding processes with a different paradigm. Hence, it is extremely important that the midwife/nurse who provides breastfeeding education/counseling based on the HypnoBreastfeeding philosophy holistically first adopt the philosophy. The midwife’s/nurse’s knowledge of hypnobirthing/hypnofertility philosophies, emotion-focused approaches, and motivational interviewing methods will make it easier for them to understand and adopt the HypnoBreastfeeding philosophy. Breastfeeding education and counseling based on the HypnoBreastfeeding philosophy should allow the woman to understand her body and the baby, and positive schemes for breastfeeding should be subconsciously created. The woman should be given information in line with her priorities and requirements at a level that will raise awareness about the use of the primitive brain and not stimulate the neocortex.

Emotion management in breastfeeding is important for developing appropriate behavior. For the woman to realize the effect of breastfeeding feelings on her body and to achieve appropriate feelings and behaviors, the inappropriate feelings need to be transformed. Thus, through emotion-focused approaches, the woman can be guided to realize, define, change, and transform her feelings toward breastfeeding and experience the new emotion. Furthermore, relaxation, massage, and breathing practices are utilized. The emotional transformation of a woman requires a certain process that may differ for each individual. For example, the emotional transformation of a woman who is traumatized because of her past life experiences or perinatal experiences would be different than that of a woman who has experienced maladaptive feelings toward her breastfeeding experience. The emotional transformation of a woman who is traumatized can be a very challenging and long process, which often requires a professional approach. Only the transformation of the maladaptive feeling toward breastfeeding can be resolved by counseling based on the HypnoBreastfeeding philosophy. Therefore, women should be evaluated starting from the preconception period, their requirement for professional psychological support should be determined, and appropriate guidance should be made. If the psychological well-being of the woman is good, starting from the antenatal period, and supported by counseling based on the HypnoBreastfeeding philosophy, it is predicted that the emotional transformation about breastfeeding can be achieved. It is recommended to use motivational interview techniques in all of the HypnoBreastfeeding training and counseling processes.

Motivational interviews may contribute to breastfeeding success. Motivational interviewing is an individual-centered interview format used when individuals experience ambivalent feelings about self-efficacy for a newly acquired behavior (Rollnick & Miller, 1995). Motivational interviewing focuses on the individual’s anxieties and intrinsic motivation for change. Motivational interviewing in the HypnoBreastfeeding education and counseling process is used to increase the breastfeeding self-efficacy of women or to increase the motivation of women who experience ambulatory feelings about breastfeeding and positively affect breastfeeding outcomes (Franco-Antonio et al., 2019, 2020; Copeland et al., 2019; DeFoor & Darby, 2020). The purpose of motivational interviewing in HypnoBreastfeeding is to contribute to the evaluation, development, and sustainability of the self-motivation skill of the woman, which is aimed to be acquired in the process. In all processes of HypnoBreastfeeding training, a self-motivation assessment is made and the acquisition of self-motivation skills is aimed for. Mind–body interaction and emotion regulation exercises in each session allow women to gain self-motivation skills. In the last session, the focus is on maintaining self-motivation skills with individually planned motivational interviews. These interviews are continued as long as the woman needs them during the breastfeeding process.

Breastfeeding can be affected by women’s perceptions, values, beliefs, different past life experiences, perinatal experiences, access to healthcare, and the quality of the healthcare service they have accessed (Martucci, 2012). As with all other breastfeeding philosophies and methods, the HypnoBreastfeeding philosophy may not be effective in all breastfeeding processes nor a solution for all breastfeeding problems. It may not even be compatible with some women’s life philosophies and therefore may not be preferred by them. However, it is thought that the HypnoBreastfeeding philosophy can be used in addition to or as an alternative to other methods, particularly in women who have adopted the management of conscious-body coordination as a life philosophy, during the periods where breastfeeding is interrupted because of inharmonious emotions, lack of motivation, and stress. There is a requirement for studies evaluating the effectiveness of education and counseling processes based on HypnoBreastfeeding.

CONCLUSION AND IMPLICATIONS FOR PRACTICE

Every individual is unique and functions through different paradigms. There may be different feelings, thoughts, and beliefs about breastfeeding in different cultures, which may affect the breastfeeding processes of women. Perhaps there is a need for philosophies developed in line with different paradigms in breastfeeding training and counseling and for the integration of these philosophies into breastfeeding processes. Therefore, the development and use of different approaches can facilitate the process. HypnoBreastfeeding was developed for this purpose. It is not a new technique but a philosophy that has already been utilized in breastfeeding. It is theorized that when mental laws that can change the feelings, beliefs, and behaviors of women toward breastfeeding are applied in the HypnoBreastfeeding philosophy, the body should then react physiologically and chemically, in turn increasing the milk supply. The woman who adopts the HypnoBreastfeeding philosophy could then start believing that she can transform her emotions, breastfeed, and secrete enough breastmilk for her baby. The authors believe it is very important that childbirth educators who provide breastfeeding support consider adopting the HypnoBreastfeeding philosophy to increase its use by women. It is therefore suggested that the HypnoBreastfeeding philosophy be included in nursing and midwifery curricula, as well as in service education programs. Moreover, there is a requirement for evidence-based studies regarding the effect of HypnoBreastfeeding on breastfeeding outcomes.

Biographies

G. GÖKÇE İSBIR is a mental health specialist in midwifery and women’s health nursing and works as an academician at Mersin University.

M. ALUS TOKAT is a women’s health nursing specialist and works as an academician at Dokuz Eylül University.

Funding Statement

FUNDING The authors received no specific grant or financial support for the research, authorship, and/or publication of this article.

DISCLOSURE

The authors have no relevant financial interest or affiliations with any commercial interests related to the subjects discussed within this article.

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