Woods Elizabeth R, Obeidallah-Davis Dawn, Sherry Mollie K, Ettinger Sherri L, Simms Ephlyn U, Dixon Rebecca R, Missal Sylvia M, Cox Joanne E
Division of Adolescent/Young Adult Medicine, Children's Hospital Boston, Harvard Medical School, Boston, Mass 02115, USA.
Ambul Pediatr. 2003 Sep-Oct;3(5):240-5. doi: 10.1367/1539-4409(2003)003<0240:tppftm>2.0.co;2.
Many teen parents and their babies are at a significant disadvantage because of poverty and inadequate parenting skills. We undertook a study aimed at increasing parenting skills and improving attitudes of teen mothers through a structured psychoeducational group model based on the Nurturing Curriculum.
All adolescent mothers in the Young Parents' Program were offered enrollment in a 12-week group parenting curriculum (intervention group) and were compared with those who declined the intervention but agreed to participate as comparison subjects (comparison group). This study had an intervention-comparison group design with pretest and posttest measures, including the Adult-Adolescent Parenting Inventory (AAPI), the Maternal Self-Report Inventory (MSRI), and the Parenting Daily Hassles Scale (Hassles Scale).
There were 91 young mothers in the intervention group compared with 54 in the comparison group. While controlling for mother's age, baby's age, and race, the repeated-measures analyses showed that mothers who participated in the intervention group or attended more group sessions experienced improvements in their mothering role (MSRI) (trend), perception of childbearing experience (MSRI), appropriate developmental expectations of their child (AAPI), empathy for the baby (AAPI), and a reduction in the frequency of hassles in child and family events (Hassles Scale).
The intervention group showed improvement in parenting skills and life hassles after participation in the intervention curriculum. More interventions are needed to confirm the positive effect of the group-based interventions on parenting and life skills of young mothers that may improve the social, emotional, and cognitive outcomes for the children born to teen parents.
由于贫困和育儿技能不足，许多青少年父母及其子女处于明显的劣势。我们开展了一项研究，旨在通过基于“关爱课程”的结构化心理教育小组模式，提高青少年母亲的育儿技能并改善其态度。
“年轻父母计划”中的所有青春期母亲都被邀请参加为期12周的小组育儿课程（干预组），并与那些拒绝干预但同意作为对照对象参与的母亲（对照组）进行比较。本研究采用干预-对照组设计，有前测和后测措施，包括成人-青少年育儿量表（AAPI）、母亲自我报告量表（MSRI）和育儿日常困扰量表（困扰量表）。
干预组有91名年轻母亲，对照组有54名。在控制母亲年龄、婴儿年龄和种族后，重复测量分析表明，参与干预组或参加更多小组课程的母亲在母亲角色（MSRI）（趋势）、生育经历认知（MSRI）、对孩子的适当发展期望（AAPI）、对婴儿的同理心（AAPI）方面有所改善，并且儿童和家庭事件中的困扰频率降低（困扰量表）。
干预组在参与干预课程后，育儿技能和生活困扰方面有所改善。需要更多的干预措施来证实基于小组的干预对年轻母亲育儿和生活技能的积极影响，这可能会改善青少年父母所生孩子的社会、情感和认知结果。
