Factors Related to Parenting Behavior in a Sample of Adolescent Mothers With Two-Year-Old Children

The purpose of this study was to examine factors related to the parenting behavior of adolescent mothers. A sample of 99 adolescent mothers who were in the Family TIES family support program and their 24-month-old children were included in this study; mothers in the program had been randomly assigned to one of two treatment groups before their children were born. An ecological model was used to select potential influences on parenting. Among the factors examined were: (a) characteristics of the mother (b) characteristics of the child, and (c) contextual factors. The teens' parenting behaviors were assessed with two measures: (a) the NCAST HOME, a version of the HOME inventory that can be used in a clinic setting, and (b) family advocates' ratings of parenting practices. Bivariate correlational analyses revealed that several factors were predictive of parenting behavior. Teens who provided higher quality care had more positive child-rearing beliefs, were less psychologically distressed, perceived their children as less irritable, and lived in higher quality neighborhoods. African-American teens received lower scores than other teens on the NCAST HOME and on the advocates' ratings of parenting. Multiple regression analysis showed that childrearing beliefs and ethnicity were predictive of NCAST HOME scores when other factors were controlled. Childrearing beliefs and psychological distress level were predictive of the advocates' ratings of the teen's parenting behavior in the regression analysis.     

Infant and Young Child Feeding Practices among Adolescent Mothers and Associated Factors in India

Adequate infant and young child feeding (IYCF) improve child survival and growth. Globally, about 18 million babies are born to mothers aged 18 years or less and have a higher likelihood of adverse birth outcomes in India due to insufficient knowledge of child growth. This paper examined factors associated with IYCF practices among adolescent Indian mothers. This cross-sectional study extracted data on 5148 children aged 0–23 months from the 2015–2016 India National Family Health Survey. Survey logistic regression was used to assess factors associated with IYCF among adolescent mothers. Prevalence of exclusive breastfeeding, early initiation of breastfeeding, timely introduction of complementary feeding, minimum dietary diversity, minimum meal frequency, and minimum acceptable diet rates were: 58.7%, 43.8%, 43.3%, 16.6%, 27.4% and 6.8%, respectively. Maternal education, mode of delivery, frequency of antenatal care (ANC) clinic visits, geographical region, child’s age, and household wealth were the main factors associated with breastfeeding practices while maternal education, maternal marital status, child’s age, frequency of ANC clinic visits, geographical region, and household wealth were factors associated with complementary feeding practices. IYCF practices among adolescent mothers are suboptimal except for breastfeeding. Health and nutritional support interventions should address the factors for these indicators among adolescent mothers in India.     

Predictors of parenting self‐efficacy in mothers and fathers of toddlers

Background Researchers interested in child developmental outcomes have highlighted the role that parenting self‐efficacy (PSE) plays in psychosocial child adjustment. PSE is a cognitive construct that can be broadly defined as an individual's appraisal of his or her competence in the parental role. PSE has emerged in the literature as an important variable when exploring variance in parenting skills. Despite this, much remains to be learned about PSE. Little is known about the predictors of PSE, with much of the existing research conducted in a piecemeal fashion that lacks a solid theoretical framework. In addition, PSE in fathers has been understudied and relatively little is known about PSE in families with toddler age children. Informed by Belsky's process model of parenting, this study explored similarities and differences in PSE and the predictors of PSE for mothers and fathers of toddlers. Methods A total of 62 cohabiting couples whose first‐born child was 18–36 months old completed self‐report measures of PSE, general self‐efficacy, depression, marital satisfaction, parenting stress, child difficultness and family functioning. Results For fathers, parenting stress and their relational functioning (i.e. marital satisfaction and family functioning) with their spouse predicted PSE scores. For mothers, general self‐efficacy and relational functioning were predictive of PSE. Conclusions and limitations The results of this study support the use of Belsky's process model of parenting to study the predictors of PSE. Important differences were found in the prediction models for mothers and fathers. Future studies need to clarify the nature of parental self‐efficacy beliefs in fathers and continue to use comprehensive theoretical models to identify potentially relevant covariates of PSE. Limitations of the current investigation include reliance on self‐report measures and the homogeneity of the sample.     

Partner and grandmother contact in black and white teen parent families.

Contact of teen mothers with grandmothers and partners was studied as a predictor of maternal and middle childhood developmental outcomes. Mothers were interviewed yearly beginning in 1979 until 1986. Each child was given a developmental assessment in 1986. Black teens lived longer with their parents after the child's birth and white teens married earlier and had more disruptions in their relationships. Grandmother assistance with childcare was positively associated with the mother's ability to pursue her education. The findings suggested, however, that child developmental problems may occur when mothers routinely rely upon grandmother assistance into middle childhood, particularly for white families. In general, a male partner who had regular contact with the mother's child, more stimulation and support in the home environment, and higher educational level of the mother were associated with better child developmental outcomes.     

Cultural Adaptations to a Family Life Skills Program: Implementation in Rural Appalachia

Numerous parent education programs have been developed to provide parents with the skills and support necessary to effectively improve their parenting abilities. The Strengthening Families Program (SFP) employs a "family skills training" approach for parents and their children (ages 6 to 10). This study focuses on the implementation and outcomes of a culturally adapted SFP in southwestern Virginia, an area known for its Appalachian culture. Two groups were compared (those that received an adapted curricula and those that did not) on retention rates, parental outcomes, child outcomes, and program satisfaction. Retention rates were significantly improved for those participants in the adapted curricula group; however, parent and child outcomes were not affected. Statistically significant improvements for parents were found in effective discipline practices, family cohesion, family conflict, confidence in parenting, and punishment practices; and for both groups of children in increased child social skills and closeness to mothers between pre- and post-test times.     

Characteristics of pregnant adolescents receiving prenatal care at school-based or hospital-based clinics

This study examines characteristics of adolescent females in prenatal care in a hospital-based teen clinic compared to a school-based teen clinic. Interviews were conducted during 1991-92 among 189 pregnant adolescents, whose mean age was 16.22 years. 48% were African American, 42% were Hispanic, and 2% were Asian or other. 75% of adolescents were single or without a spouse. 30% lived with siblings, 21% lived with their husband, 9% lived with their boyfriend, 10% lived with in-laws, 4% lived with a friend, and the rest lived with their mothers. 48% of adolescents' mothers helped with child care. 27% did not have any help. 57% were enrolled in school, 41% dropped out, and 4% graduated. 63% planned to continue their education. 75% had a parent who served as a mentor. Over 50% lived with someone who smoked cigarettes or drank alcohol. 75% had friends or relatives who smoked. Almost 25% had a sexual partner who sold drugs, and 25% had a sexual partner who had been in trouble with the law. 14% had a partner who used drugs. 62% of adolescents who had smoked before their pregnancy quit smoking. 79% of adolescents who had consumed alcohol before their pregnancy stopped consuming alcohol. Adolescents in both clinics showed no significant differences in family welfare status, initiation of prenatal care, parity, and number of living children. There were differences by clinic type for adolescent ethnic patterns of clinic use, educational status, financial and social support, and family setting. Hispanics and Whites and school dropouts were more likely to use hospital-based care. The school-based adolescents were more likely to be single; to receive support from parents, relatives, and a job; and to have higher exposure to alcohol and substance abuse. Hospital-based adolescents were more likely to live with relatives, not to have help, and to be Spanish speakers. It is recommended that services match the characteristics and needs of clients in each local setting.     

A parent-based intervention to prevent HIV among adolescent children of mothers living with HIV: the Ms. Now! Program

One group often overlooked by HIV prevention efforts is adolescent children of mothers living with HIV (MLH). Despite their potential vulnerability, very few evidence-based prevention programs exist for this population in the United States (U.S.) and elsewhere. The current study introduces a parent-based program adapted for families affected by HIV for the purpose of preventing adolescent HIV infection. Following a structured process of adaptation, 12 African American MLH-adolescent dyads were recruited from HIV clinics and non-governmental organizations (NGOs) in a southeastern U.S. city to participate in a feasibility pilot evaluation of the adapted program (Moms Stopping It Now! [Ms. Now]). The intervention consisted of group and individual sessions implemented in a university setting and at participants’ homes, respectively. We determined feasibility through assessing participant acceptability and signs of intervention efficacy. Quantitative and qualitative process data revealed high levels of acceptability, as participants were largely satisfied and engaged with Ms. Now, and were willing to attend most sessions. In addition, positive intervention effects approaching medium to large effect sizes were observed for some protective parenting outcomes, including increases in parent–child relationship quality, parental monitoring, maternal HIV disclosure self-efficacy, and communication about maternal HIV infection. Other outcomes, namely communication about sex topics, did not show positive shifts due to ceiling effects and may be indicative of the pre-existing strengths these MLH possess. Ms. Now’s approach and further refinement is discussed in the context of strengthening families affected by HIV. Moreover, we recommend that policy aimed at program development consider jointly targeting these populations (MLH and adolescents) due to the unique benefits of family intervention.     

Parental health and children's cognitive and noncognitive development: New evidence from the longitudinal survey of Australian children

This paper examines the effects of parental health on cognitive and noncognitive development in Australian children. The underlying nationally representative panel data and a child fixed effects estimator are used to deal with unobserved heterogeneity. We find that only father's serious mental illness worsens selected cognitive and noncognitive skills of children. Maternal poor health also deteriorates some cognitive and noncognitive outcomes of children of lone mothers only. Our results demonstrate that either failing to account for parent–child fixed effects or using child noncognitive skills reported by parents could overestimate the harmful impact of poor parental health on child development.     

The preschool home literacy environment provided by teenage mothers

Teenage pregnancy is an issue receiving a growing amount of attention in the United States, with approximately one million children born to teenage mothers annually. Teen mothers tend to function less effectively in numerous realms than their peers who delay child‐rearing, and the children of teen mothers are at greater risk of school failure. In the present study we surveyed 493 mothers (22% teen mothers) in order to compare the home literacy environments provided to preschoolers by teenage versus non‐teenage mothers. In general, the teen mothers provided a home literacy environment that afforded their children fewer literacy experiences. The implications of these findings for the development of oral language and early reading‐related skills are discussed.     

Dual Vulnerability of Being Both a Teen and an Immigrant Parent: Illustrations from an Italian Context

Italy has experienced a recent surge in immigration, which has led to an increase in the country’s birth rate. Many immigrant mothers are adolescent parents. 30 adolescent mothers (17 recent immigrants and 13 adolescents of Italian descent) completed measures of adolescent self-development and motherhood, perceived availability and satisfaction with social support, and emotional and behavioral characteristic of their children. Findings suggest that immigrant teen mothers show more difficulties related to parenting than do Italian born teen mothers. In particular, immigrant teen mothers report lower levels of social support satisfaction and availability, higher levels of parent–child dysfunction, and experience motherhood and child behavior as more problematic. The findings highlight and confirm the need for well-designed, specific supportive services for adolescent immigrant mothers.     

Links between Chinese mothers' parental beliefs and responses to children's expression of negative emotions

This study investigated relations between parental beliefs and mothers' reported responses to their children's negative emotions. Altogether 189 Chinese mothers of children aged six to eight years were interviewed in group sessions using structured questionnaires. It was found that Chinese mothers endorsed Guan, the Chinese parental beliefs. They also believed that children should be exposed to emotional experiences in order to learn about emotion but did not believe that parents should take an inactive role in their children's emotion learning. Regression analyses revealed that Guan predicted the adoption of the coaching, emotion-supportive and emotion-dismissing approaches when handling children's emotion. Maternal belief in children's open exposure to emotional experiences predicted the adoption of the coaching and emotion-supportive approaches but not the emotion-dismissing approach. Maternal belief in inactive parental role in children's emotion learning predicted the adoption of the emotion-dismissing approach but not the coaching approach. Implications for parent education are discussed.     

Parental modernity and child academic competence: Toward a theory of individual and societal development

A longitudinal study of low income mothers and infants investigated relationships among parent behaviors and characteristics and child adaptive behaviors in kindergarten. Substantial inter-correlated childrearing and educational beliefs, values, and behaviors that were labelled parental modernity were correlated with parent education and individual modernity. Childrearing beliefs, values for children, and parent behaviors during infancy and the pre-school years were significantly correlated with child academic competence and motivation. An environmental interpretation of correlations of parental modernity with child academic competence was supported by evidence of historical increases in mean intelligence levels that correspond to progress in education and technology. Parallel increases in societal modernity, individual/ parental modernity, and child academic competence are integrated by a theory of individual and societal development.     

Guilt of working women with infants and toddlers in day care

In studying the guilt of mothers of infants and toddlers who use day care, 89 white, middle‐class mothers were used as the sample. A questionnaire was administered to them which included a Maternal Guilt Scale and a Maternal Satisfaction Scale. Mothers who reported more satisfaction with child care also reported feeling less guilt about leaving their child in day care. Mothers who reported more satisfaction with home‐school communication reported feeling more guilt. Mothers with girls reported feeling moreguilt about leaving their child than mothers with boys.     

Longitudinal Patterns of Parental Support as Predictors of Children's Competence Motivation

The competence motivation of 77 children at 12 and 30 months was examined in relation to the quality of support they received from their parents at 6, 9, 12, 18, and 30 months. First, the quality of parental support at the separate ages was used to predict the children's competence motivation. Although the quality of parental support was moderately stable across time, only weak relationships were found between the quality of parental support the children received at earlier ages and their later competence motivation. Next, the individual patterns of parental support across time were examined in relation to children's competence motivation. Using cluster analysis, four groups of parent‐child pairs were identified with similar patterns of parental support across time: (1) increasing, (2) decreasing, (3) stable high, and (4) stable low quality of support. The children in these four groups differed significantly with regard to competence motivation. Remarkably low levels of competence motivation were found at 30 months for children receiving a decreased quality of parental support over time.     

Using a model of transactional developmental regulation to evaluate the effectiveness of an early intervention programme for pre-school children with motor impairments

This study investigates how early intervention programme benefits may operate beyond the traditional parameters of child developmental progress by exploring family outcomes too. Sameroff & Fiese's (1990) model of transactional developmental regulation is applied to provide a conceptual framework for the evaluation of an interdisciplinary intervention programme for pre-school children with motor impairments. Qualitative and quantitative methods were combined by using standardized assessment of child progress and interviews. Fifteen children, 11 mothers and five staff participated in the study. Triangulation of data was carried out to obtain evidence of remediation (child progress), re-education (parent learning) and redefinition (changes in parental perceptions and expectations of their child's difficulties that allowed parents to apply usual, rather than special, caregiving practices) as described in Sameroff and Fiese's model. Findings point to the effectiveness of the programme as indicated by evidence of child developmental progress, parental re-education and redefinition. The study suggests that redefinition may be at least as important a programme outcome as remediation or re-education, challenging established notions of the goals of pre-school programmes for disabled children. Implications of a broader-based, family-focused approach are discussed.Keywords: programme evaluation, disabilities, early intervention, transactional developmental regulation     

Effectiveness of an intensive, school-based intervention for teen mothers

PURPOSE: This study evaluated the effectiveness of a secondary teen pregnancy prevention intervention that includes school-based social work services coordinated with comprehensive health care for teen mothers and their children. METHODS: A prospective cohort study compared subsequent births to teen mothers followed for at least 24 months or until age 20 years (whichever was longer) compared with matched subjects from state data. Analyses were based on intent to treat and included chi(2), survival, and cost-benefit analysis. RESULTS: Subjects included 63 girls (97% eligible, 99% African-American, mean age 16 years). A propensity-matched comparison group (n = 252) did not differ from subjects. Participation in program components was good: (1) group meetings: 76%; (2) case management: 95%; (3) coordinated medical care: 63%. The majority of subjects used contraception (93%), with greater use of medroxyprogesterone associated with participation in coordinated medical care (80% vs. 50%, p = .0145). Subsequent births were more common in the comparison group (33%) than among subjects (17%) (p = .001), and survival curves were significantly different (p = .007) (hazard ratio = 2.5). There was a trend toward fewer births with increased participation in medical care (p = .08) and case management (p = .08) but not with group meetings. Cost savings were calculated as $19,097 per birth avoided or $5,055 per month. CONCLUSIONS: The intervention was effective in reducing subsequent births to teens; however selection bias of school enrollment cannot be excluded by this study. The cost savings of delayed births outweigh the expenses of this intensive model.     

Ethnicity and adolescent mothers’ benefit from participation in home‐visitation services

Abstract: Early home visitation has been reported as one promising method of supporting adolescent mothers who are at risk for poor child and family outcomes. This study compared benefits of visitation for Hispanic and White non‐Hispanic adolescent mothers receiving home visits during their firstborn child's first year. Although positive benefits were identified for both groups of mothers, Hispanic mothers showed greater benefit. Explanations for these differential outcomes and related implications for practice are explored.     

Promoting healthy vision in students: progress and challenges in policy, programs, and research

Background:  An estimated 1 in 5 American children has a vision problem. Children living in poor urban environments have twice the normal rate of vision problems. Uncorrected vision problems can worsen over time and result in permanent vision loss. Early detection and treatment of vision problems is therefore essential in optimizing children's health and development. Federal-, state-, and school-based prevention efforts continue to evolve to identify and serve children with vision problems.
Methods:  Review of current literature on (1) major vision problems among children, (2) unique problems faced by low-income children with poor vision, and (3) the rise in health policy and program efforts to support the goal of healthy vision for each child. The preliminary relationship established between vision and academic performance is also discussed.
Results:  Low-income children have a disproportionate amount of vision problems and face several barriers to acquiring vision care. Varied actions among states include legislation requiring screening and follow-up before entry into elementary school.
Conclusions:  States and schools can take concrete steps to increase the number of children identified and treated for vision problems. Health policy and programs should also address common barriers to children receiving and wearing their glasses at home and in the classroom. Further research is necessary to assess the relationship between children's vision and educational outcomes. To the extent that vision is associated with academic success, policies and programs can be shaped to address the achievement gap that exists among our nation's youth and to support the goal of healthy vision for each child.     

Intergenerational Transmission of Familial Boundary Dissolution: Observations and Psychosocial Outcomes in Adolescence

This study investigated the transmission of boundary dissolution (BD) in parent‐child relationships from parental behaviors observed in early childhood to adolescent behaviors observed at age 13 and relations to adolescent psychosocial adaptation. The goals of the study are (a) to examine the developmental relation of early childhood BD to several measures of adolescent BD observed in 13‐year‐olds' behavior, (b) to compare two types of BD in adolescence and their associations with early childhood BD and subsequent psychosocial outcomes, and (c) to test the mediating role of adolescent BD between early childhood BD and later adolescent functioning. Participants were drawn from a study of 196 children followed since birth. Two forms of adolescent BD, role equalization and sexualized behavior, were observed during parent‐adolescent structured interactions. Early BD childhood predicted observations of adolescent BD. Role equalization mediated relations to self‐worth and externalizing problems. Implications regarding multiple types of adolescent BD are discussed.     

A comparison of young children's environments and parental expectations in Japan and Israel

Data from a long‐term follow‐up study of 632 born in Calgary in 1980 are reported, with particular reference to the experience of day care and its association with parental factors and the children's adjustment when they were, on average 6#lb7 years old. The sample was specially selected to include a high proportion of children with serious disabilities, and data for these children have been considered separately. Children with several years of day care behind them did not display attachment problems when they entered elementary schooling. They were however more active and aggressive than children without day care experience. This activity pattern is associated with Type A behaviour, which represents busy, active, competitive children. These traits probably reflect parental ambitions and activity patterns. Mothers who stayed home to look after several children were much more likely to be seriously depressed than mothers who returned to the external labour force in their child's preschool years. Maternal depression was associated with neurosis and depression in the child. This study gives support to the idea that high quality, affordable and universally available day care would be supportive of parental child care roles. Several sub‐types of adaptation and day care experience have been identified, and hypotheses for exploration in a longer term study are suggested.