Factors Related to Successful Outcomes Among Preschool Children Born to Low‐Income Adolescent Mothers

Luster, Tom; Bates, Laura; Fitzgerald, Hiram E.; Vandenbelt, Marcia; Key, Judith Peck

doi:10.1111/j.1741-3737.2000.00133.x

Cited by 48 publications

(52 citation statements)

References 20 publications

(21 reference statements)

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“…This negative relationship found between social support and stress when measured concurrently supports House's (1981) discussion of the beneficial short-term impact of support on stress. This finding corresponds with other research that has revealed the positive effects of support for pregnant and parenting adolescents (e.g., Barrera 1981;Luster et al 2000;Samuels et al 1994;Stevenson et al 1999). Therefore, efforts to build support systems for pregnant and parenting adolescents appear to be good ways to offset the potential stress associated with parenthood.…”

Section: Discussionsupporting

confidence: 90%

Immediate and Longer-Term Connections Between Support and Stress in Pregnant/Parenting and Non-Pregnant/Non-Parenting Adolescents

Devereux

Weigel

Ballard‐Reisch

et al. 2009

Child Adolesc Soc Work J

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Despite the substantial amount of literature focusing on social support for pregnant and parenting adolescents, few studies have directly examined the relationships among stress and social support across their transition to parenting. The present study investigates the nature of the relationship between stress and support both before and after the birth of the baby. Two groups of adolescent females (one group facing parenthood and one not) completed measures of support and stress across a 7-month period (N = 231) to coincide with the transition to parenthood. In general, support and stress were negatively related when measured concurrently and positively related over time for parenting adolescents but not the non-parenting group. Understanding how long social support impacts stress will enable practitioners to identify when best to provide interventions for pregnant and parenting adolescents.

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Section: Discussionsupporting

confidence: 90%

Immediate and Longer-Term Connections Between Support and Stress in Pregnant/Parenting and Non-Pregnant/Non-Parenting Adolescents

Devereux

Weigel

Ballard‐Reisch

et al. 2009

Child Adolesc Soc Work J

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“…Specifically, "the PPVT-R measures an individual's receptive (hearing) vocabulary for Standard American English and provides, at the same time, a quick estimate of verbal ability and scholastic aptitude" (Dunn & Dunn 1981:2). The PPVT-R has been used extensively in studies linking child development to a variety of circumstances surrounding birth, such as mother's age, pregnancy wantedness, and poverty (Geronimus, Korenman & Hillemeir 1994;Guo & Harris 2000;Joyce, Kaestner & Korenman 2000;Luster et al 2000). Interviewers administer the test by saying a word and asking the child to point to the one picture (out of four) that best portrays the meaning of the word.…”

Section: Methodsmentioning

confidence: 99%

Is the Mexican American "Epidemiologic Paradox" Advantage at Birth Maintained through Early Childhood?

Padilla¹,

Boardman²,

Hummer³

et al. 2002

Social Forces

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We examine the influence of the relative good health at birth in the Mexican American population on their subsequent well-being. Using the National Longitudinal Survey of Youth Child Data (NLSY-CD), we conduct a comparative analysis of child development among Mexican American, non-Hispanic black, and non-Hispanic white children ages 3 and 4 (N = 3710). We use the Peabody Picture Vocabulary Test-Revised (PPVT-R) as our operationalization of child development. Descriptive results suggest that, unlike the relative similarity in the rates of low birth weight between the white and Mexican American populations, Mexican Americans have much lower developmental outcomes. Multivariate analysis shows that birth weight is not a powerful predictor of child development, nor does it explain pronounced racial and ethnic differences. Mother's education, poverty, and immigrant status of parents remain significantly more important in the developmental process of all children in our sample.Although the relatively favorable birth outcomes of Mexican American infants have been studied extensively, the extent to which good health at birth affects their subsequent health and well-being has received little attention. Mexican American women have remarkably good birth outcomes compared to other populations in the U.S. of similar socioeconomic backgrounds, notably non-Hispanic blacks, and

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“…Thus, it is necessary to assess the relevance of intergenerational risk to the language development of children of adolescent mothers. Luster, Bates, Fitzgerald, Vandenbelt, and Key (2000) found that the education level of the offspring's maternal grandmother was related to performance in language development at 54 months of age. Similarly, Chase-Lansdale, Brooks-Gunn, and Paikoff (1992) identified that adolescent mothers who were most successful in navigating parenthood were those adolescents whose mothers had higher levels of education and were less likely to depend on public assistance, suggesting that the resources of the family of origin were important to the success of young mothers' transition to adulthood.…”

Section: Introduction: Early Language and Emerging Literacymentioning

confidence: 99%

Preschool language development among children of adolescent mothers

Oxford

Spieker

2006

Journal of Applied Developmental Psychology

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This longitudinal study examined a comprehensive set of predictors of preschool language performance in a sample of children of adolescent mothers. Six domains of risk (low maternal verbal ability, intergenerational risk, contextual risk, relational risk, home environmental risk, and child characteristics) for poor preschool language development, measured throughout early childhood, were examined in a sample of 154 children born to adolescent mothers. Logistic regression revealed that having a poor language-learning home environment was associated with children's low language scores even after accounting for mothers' below-average verbal ability. More importantly, however, was the exploration of the 'dual risk' hypothesis that evaluated the effects of combined risk factors. Being reared by a mother with low verbal ability amplified the risk of a poor quality home linguistic environment, whereas having a poor home linguistic environment did not adversely affect the language development of children with mothers of average verbal ability. Implications for intervention are discussed with regard to specificity of intervention efforts within subpopulations of risk identified in this paper.

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Factors Related to Successful Outcomes Among Preschool Children Born to Low‐Income Adolescent Mothers

Cited by 48 publications

References 20 publications

Immediate and Longer-Term Connections Between Support and Stress in Pregnant/Parenting and Non-Pregnant/Non-Parenting Adolescents

Immediate and Longer-Term Connections Between Support and Stress in Pregnant/Parenting and Non-Pregnant/Non-Parenting Adolescents

Is the Mexican American "Epidemiologic Paradox" Advantage at Birth Maintained through Early Childhood?

Preschool language development among children of adolescent mothers

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