Adolescent mothers' cognitions and behaviors as at-risk indicators.

Abstract

The assumption that qualitative differences in adolescent mothers are associated with differences in child functioning was examined in a sample of 39 mother-infant dyads. Multiple measures of parental characteristics were used, including self-report measures of parenting expectations and mood orientation, and a qualitative behavioral measure of involvement. Analyses were conducted between these measures and observers' and mothers' judgments of the young children's social and emotional functioning. Trained observers rated the child's coping behavior and adolescent mothers rated their child on the Parenting Stress Index (PSI). Findings indicated that parenting expectations had a unique and differential power in explaining both objective child observation ratings and the mothers' PSI ratings of her child. In addition, interactions involving maternal positive behavior were related significantly to mothers' PSI ratings of the child's acceptability or reinforcement. Implications of the findings for early identification and intervention practices with at-risk young children and their families are discussed.The rate of adolescent, single parent families has increased by 350% in the past 30 years, representing one of the most dramatic changes in family shapes (Lindblad-

Parenting stress and child adjustment: Some old hypotheses and new questions.

“…More recently, research on parenting stress and parenting behavior has focused on the more proximal psychological stress reaction of the parent by directly measuring parents' feelings about themselves and their children. Regardless of the precise nature of the measure of the stress reaction, these studies have shown that parents who report higher levels of parenting stress are more likely to be authoritarian, harsh, and negative in their parenting (Belsky, Woodworth, & Crnic, 1996; Conger, Patterson, & Ge, 1995; Deater‐Deckard & Scarr, 1996; Rod‐gers, 1993; Stoiber & Houghton, 1994) and less involved with their children (McBride & Mills, 1994). These stressed parents are less likely to provide adequate stimulation for their child or children through social interactions (Adamakos et al, 1986) and are more likely to have a child with an insecure attachment relationship (Jarvis & Creasey, 1991; Teti, Nakagawa, Das, & Wirth, 1991).…”

The relationship between prenatal expectations and postnatal attitudes among first-time mothers

“…The majority of studies pertaining to maternal expectations have been conducted following childbirth. These investigations have typically dealt with the strength of mothers' expectations regarding infant development and/or temperament as predictors of maternal adjustment to parenting and/or child outcomes (Fox et al, 1995;Stoiber & Houghton, 1994). For example, Stoiber and Houghton (1 994) found that infant developmental expectations among adolescent mothers were directly related to objective child behaviour ratings and mothers' reports of parenting stress.…”

Les comportements de contrôle des mères adolescentes: Recension critique de la documentation empirique.

“…D'autres encore mesurent les sources et/ou les types de soutien social offert (par ex. : Adolescent Parenting Questionnaire utilisé par Shapiro & Mangelsdrof, 1994; Family Support Scale utilisé par Black & Nitz, 1996; Interpersonal Support Evaluation List utilisé par Uno et al, 1998; Perceived Social Support Network Inventory utilisé par Thomas, Rickel, Butler & Montgomery, 1990; Provision of Relations utilisé par Stoiber & Houghton, 1994). Finalement, des instruments ont été identifiés mesurant la perception subjective ou la satisfaction qu'a la mère quant au soutien reçu (Questionnaire développé par Pasley et al, 1993; The Social Support Questionnaire Short Form utilisé par Hudson, Elek & Campbell-Grossman, 2000).…”

“…Les connaissances sur le développement de l'enfant réfèrent à la compréhension qu'a la mère des normes, phases et processus de développement de l'enfant et à sa familiarité avec les habiletés de maternage (Benasich & Brooks-Gunn, 1996). Elles portent sur le développement émotionnel, cognitif, physique et social de l'enfant (Larsen & McCreary-Juhasz, 1985) et constituent une structure cognitive permettant aux mères d'anticiper et d'ajuster leurs comportements aux changements développementaux de l'enfant (Reis & Herz, 1987; Stoiber & Houghton, 1994). Quant aux attitudes, elles constituent une évaluation affective (Tesser & Schaffer, 1990) du degré d'accord ou de désaccord qu'a la mère par rapport à certains comportements à adopter envers l'enfant (par ex.…”