A critical health psychology perspective lens brings in a wider context, including reproductive justice, contemporary parenting ideologies and parenting cultures. This paper proposes a critical re-examination of the teachable moment, considering its placing and usage in mainstream health psychology including in behaviour change, before considering a more nuanced, critical health psychological reading of the teachable moment. 1 Pregnancy is seen as a key time for behaviour change interventions partly due to the idea that the mother has increased motivations to protect her unborn child. Pregnancy is one particular area in which many of the ‘teachable moment’ studies have been conducted and attention has been paid to topics including smoking behaviours and weight management in pregnant women. The TM has often being used as a focus to tackle single ‘unhealthy’ behaviours, such as smoking or drinking alcohol, rather than as a programme of complex behaviour change. Within health research, there are a growing number of studies considering the impact of teachable moments in different contexts of health behaviours including sexual behaviours and HIV prevention ( Fabiano, 1993), alcohol use interventions ( Roy and Worsham, 2017), diet, exercise and obesity ( Atkinson et al., 2016) and other general settings within health promotion and mainstream health psychology. The TM sits very much within a neoliberal framing of informed choice and risk. It has been used to describe naturally occurring health events and, in particular, to consider the ways in which individuals are motivated to change their behaviours and move from engaging in ‘risky’ and unhealthy behaviours to ones that are deemed healthier choices. The ‘teachable moment’ (TM) is an increasingly used term within mainstream health psychology in relation to health behaviour change.
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