From Teen Parent to Student Parent: Latina Mothers’ Persistence in Higher Education

Less than half of adolescent mothers graduate from high school and fewer obtain a post-secondary degree. The purpose of this study is to understand how Latina mothers who experienced childbirth during adolescence transition to parenthood and higher education. We conducted 13 in-depth interviews with Latina mothers enrolled in higher education. We found that Latina mothers’ persistence in higher education is influenced by psychosocial factors, initial commitments, academic and social experiences in college, and final commitments.

A Collective Case Study: Parent-Child Sexual Health Communication of Current and Former Teen Parents in Lawrence County, Indiana

Background/Objective: In Lawrence County, Indiana, the birth rate for females ages 15-19 is 32.2 births per 1,000, which is significantly higher than the national average of 18.8. Project UNITE, a collaboration between the Lawrence County Pregnancy Coalition and the IU School of Public Health, aims to address this issue through a multifaceted evidence-based intervention. Since parent-child communication shapes values and behaviors, a collective case study was conducted with current and former teen parents to explore their perceptions of sexual health communication with their parents and, if applicable, with their children. Methods: Of the 58 semi-structured telephone interviews conducted through Project UNITE, eight were selected for this study based on transcript availability and identification as a current teen parent (2) or former teen parent (6). All participants recalled whether they had sexual health conversations with their parents and the extent of the discussions. Five shared experiences talking with their children. Deductive and inductive approaches were used to generate themes, which were then analyzed. Results: Most participants (7 of 8) reported little to no communication about sexual health with their parents due to a lack of comfortability, limited desire, and poor relationships. In contrast, all respondents with children over the age of five (5 of 5) reported open and frequent conversations with them. Several (3 of 8) recommended providing parents with resources about initiating discussions, and some suggested (2 of 8) a community program to promote sexual health communication. Conclusions/Potential Impact: The results revealed that while teen parents experienced a lack of sexual health conversations with their parents, they favored open and honest communication with their children. Barriers related to comfortability and knowledge could be alleviated through parental resources and parent-child programs. Medical professionals play a role in this solution by encouraging conversations about sexual health and engaging in educational programs.

The study of the relationship between the emotional component of family’s informational environment and adolescents’ disadaptive behaviour

Topicality of the study of the connection between the emotional component of family’s informational environment and the propensity for disadaptive behaviour of adolescents is determined by the tendency to increase the role of the information environment in society, in particular in the family. The study of the emotional component of the informational family environment and its connection with disadaptive behaviour of adolescents involved 70 people, representing 35 teen-parent dyads. The authors' method "Information environment of the family" and the method of determining the propensity to deviate behaviour of El'vira Leus were used. In 40% of cases, the family information environment is represented by the unity in the experience of adolescents and parents of interest and excitement while using gadgets. Their experience of joy, surprise and sadness reveals their individual differences in interaction with the family information environment. The tendency to deviant behaviour was considered to be the main indicator of the socio-psychological disadaptation of adolescents. All the 35 adolescents showed varying degrees of disadaptation. A connection was found in the experience of joy on the Internet with a tendency to addictive, aggressive and unlawful behaviour. The results can be used in the work of the school psychological service, as well as in psychotherapy of adolescents and families.

Counseling Students Who Are Pregnant or Parenting

This chapter reviews strategies for working with students who are pregnant or parenting. The chapter reviews the risks for becoming a teen parent, as well as the risks and pressures faced by pregnant and parenting students, including teen fathers. It covers issues such as choice counseling, building social support networks, and dropout prevention. The legal and ethical considerations specific to this population are discussed, and strategies such as solution-focused brief therapy, psychoeducation, group counseling, and vocational counseling are presented. Finally, the chapter suggests broad strategies that counselors can implement in efforts to provide effective, holistic pregnancy prevention and education programs in schools.

Social work at Whakatipuria Teen Parent Unit

A formative evaluation of social work services at Whakatipuria Teen Parent Unit (TPU) was undertaken to improve the delivery of social work support services in order to maintain and enhance the achievement of student outcomes. The views of participants were sought regarding the nature and purpose of social work support in the TPU context, and how this support could be improved. The findings presented are consistent with research that demonstrates that teen mothers respond positively to wrap-around support at their high school. Two substantive conclusions are drawn from the research. First, that a relatively high degree of consensus exists among key stakeholders regarding: (a) the purpose of social work services (i.e. that they contribute to educational achievement, social skills development and outcomes for children); and (b) the range of tasks associated with this service (i.e. advocacy, counselling and family intervention/support). Second, there was less clarity regarding the social work practice framework that informs the delivery of social work services. While there was evidence of core social work practice approaches/models (e.g. a holistic approach and strengths-based practice), a strong, shared understanding did not emerge from the responses of participants. It is suggested that a review of the foundational social work practice framework be completed with a focus on models of assessment and intervention, and joint planning protocols between the social worker and teachers.