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Objective: Breastfeeding is an ideal way of providing infant nutrition. The aim of this study was to evaluate the effect of breastfeeding and nutrition education on breastfeeding attitudes using a support group model. Methods: Design: A descriptive comparative design was used to achieve the aim of this study. The study was conducted at a public school for pregnant and/or parenting young women located in a large metropolitan area. Participants: Pregnant or parenting female adolescents (n = 67) in 6 th through 12 th grade attending a nutrition breastfeeding support group. Instruments: Participants completed an evaluation survey and a breastfeeding questionnaire to assess the effectiveness of the support group and generate information on the group's breastfeeding attitudes and nutrition knowledge.Results: Breastfeeding attitudes improved as more support group meetings were attended. Public embarrassment due to breastfeeding for new group members was reported at 27% and as more meetings were attended dropped to zero with a significant likelihood ratio of .013. Breastfeeding attitude questions regarding never being able to give a bottle, being tired about hearing about breastfeeding, thinking breastfeeding is nasty, and hearing that breastfeeding is good all showed positive trends in breastfeeding attitudes.Conclusions: Attendance at a nutrition breastfeeding support group positively correlated to improved breastfeeding attitudes among adolescent mothers. Peer involvement in a support group environment is an effective intervention for improving breastfeeding knowledge and attitudes in the adolescent population.

Adolescent mothers have been shown to have lower self-esteem than nonparenting adolescents. The purpose of the current clinical project was to explore the feasibility of adopting a school-based support group model to provide education and skills for increasing self-esteem and self-confidence among adolescent mothers using self-efficacy–focused activity sessions. This project took place at an alternative public school for pregnant and/or parenting female adolescents. Participants attended self-efficacy–focused activity sessions, and completed the General Self-Efficacy Scale. Increased confidence in finding solutions demonstrated statistical correlation with the number of sessions attended. Development of positive self-esteem and self-confidence remain important concerns during the adolescent period. Implementing self-efficacy activities in a school-based setting is one potential approach to improving self-esteem. Further exploration into ways to foster positive mental health and build confidence in adolescents is recommended. [ Journal of Psychosocial Nursing and Mental Health Services, 57 (8), 11–15.]

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