published_or_final_version / Social Work / Master / Master of Social Work

Synchronous interaction between adolescent mothers with preterm infants in the Neonatal Intensive Care Unit was examined in this study. Understanding the characteristics of synchrony in adolescent mother and premature infant interactions during this early period in the development of the relationship provides direction for the development of nursing strategies to foster synchronous interaction in the neonatal intensive care unit (NICU) setting and, subsequently, positive developmental outcomes for preterm infants. The research design was a one-group, pretest-posttest, exploratory intervention assessing synchronous interaction using the Nursing Child Assessment Feeding Scale (NCAFS) among 27 adolescent mothers and their premature infants in the NICU. The study examined the differences in adolescent mother-premature infant interaction in the NICU environment prior to an intervention and within 48 hours after receiving the Preterm Infant Cues Intervention (PICI). Additional variables including stress, social support, age of the adolescent mother and preterm infant, ethnicity, length of stay in the NICU, and preterm infant weight were considered. Results showed a statistically significant difference between Time 1 and Time 2 synchronous interaction measurements indicating that the PICI may have resulted in the adolescent mother better understanding the preterm infant’s behavior. The Caregiver Total Scale score (t = -3.93, p < .001) and the Total Scale score (t = -3.96, p < .001) were the two main scales that the PICI could have affected. There were no correlations among the other independent variables and the dependant variable. Future research should focus on a large scale longitudinal study to measure synchronous interaction over multiple time points beginning in the NICU carrying through the first year of child development. Adding a qualitative component to future studies would provide further insight into experience of adolescent mothers with preterm infants. / text

The purpose of this cross-sectional, correlational study was to validate the factors that are related to dysmenorrhea in Taiwanese adolescents. The specific aims were to describe the perceived dysmenorrhea pain symptom experience (SE), related self-care strategies (SCS), and perceived effectiveness of self-care strategies (PESS); to explore the relationships between SE, SCS, and PESS; and to explore the influence of contextual factors on SE, SCS, and PESS. A conceptual framework based on the revised Symptom Management Model was developed and guided this study. A nonprobability sample of 165 adolescent participants was recruited from a technology university located in southern Taiwan. Inclusion criteria for participants were: (1) Taiwanese female adolescent, (2) age 15-19 years old, and (3) willing to participate in this study. All participants and their parents completed the consent forms and completed the questionnaires in their classrooms during free studying time. Five instruments were used and data was analyzed by using the SPSS Version 14.0 including descriptive statistical techniques, Pearson’s correlations, ANOVA, and multiple regression analysis. The findings showed the prevalence of dysmenorrhea in this sample was 87.3%. There were 82.4% of participants who reported dysmenorrhea had influenced their daily activity, and 12.7% of participants who reported school absenteeism because of dysmenorrhea. Most of participants used self–care strategies for dysmenorrhea including avoiding cold food or drinks, drinking brown sugar and ginger soup, etc. The most frequently used self-care strategies and their effectiveness were described. Age, age of the first period, total menstrual years, eating cold food or drinks, self-care strategies, and mother’s perceived support of self-care strategies were significantly related to the log of symptom experience of dysmenorrhea. Total menstrual years and self-care strategies were identified as significant predictors of dysmenorrhea. This study added to the body of nursing science regarding dysmenorrhea in Taiwanese adolescents. In particular, the findings supported the existence of relationships between self-care strategies and perceived effectiveness of self-care strategies. Building on these findings, future research should be conducted to design interventions that reduce the pain associated with dysmenorrhea for this population. / text

Pre-adolescent females are at an increased risk for the development of depression; therefore, it is important to understand the factors that contribute to the development and maintenance of depression in this population. Previous research indicates that cognitive style, including beliefs about the self, world, and future, is a vulnerability to the development and maintenance to depression. Research has found that cognitive style is malleable until early adolescence, at which time it begins to solidify and become more difficult to alter. Both parent-child relationships and family messages have been found to be associated with depression and previous research indicates that these factors may contribute to the development of a negative cognitive style. The purpose of the current study was to expand previous research by examining the roles of family functioning, perceived family messages and the cognitive triad in the development of depression for early adolescent girls. The study also explored whether family functioning and perceived family messages contributed to the development of girls’ cognitive style (cognitive triad). The study additionally evaluated the proposed model across two ethnic groups (Hispanic, Caucasian) as well as across age (9-10, 11-14) and grade (4-5, 6-8) groups. Participants included early adolescent girls (age 9-14) at risk for the development of, or diagnosed with, a depressive disorder (N = 198). Family functioning, family messages, cognitions, and depressive symptoms were obtained via girls’ self-report on a variety of questionnaires. Results from latent variable structural equation modeling indicated a significant direct effect of family functioning on perceived family messages, of perceived family messages on girls’ cognitive triad, and of girls’ cognitive triad on depressive symptoms. Furthermore, family functioning had a significant indirect effect on girls’ cognitive triad while both family functioning and perceived family messages had a significant indirect effect on girls’ depressive symptoms. No significant differences were found in the model pathways across ethnicities (Hispanic, Caucasian); however, the cohesion factor loading that was an aspect of family functioning was significantly different across groups, with Hispanic girls’ perceptions of family cohesion having a stronger association with family functioning than Caucasian girls. This finding seemingly indicates that cultural components may impact family attributes that are important to family functioning and, thus, role in the development and maintenance of depression in early adolescent girls. No significant differences were found between age or grade groups. Supplemental analyses, in which the model was investigated while controlling for depression, highlighted that the model was not driven by depressive symptoms (i.e. distorted perceptions). Implications, limitations, and areas for further research are discussed. / text

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The primary purpose of this study was to determine the degree to which two psychological variables, locus of control and metacognition, are correlated in high school students. In addition, the study considered the effects of such secondary variables as grade level, ethnic status and sex on locus of control and metacognition during the high school years. Data were gathered from 102 subjects enrolled in four high school English classes. The subjects completed a package containing two instruments. The Rotter Internal-External scale was used to assess locus of control. Low score values on this instrument are indicative of an internal locus of control, while high values typify persons having an external locus. An index of metacognition was provided by a researcher-prepared instrument composed of a cloze task in which each response was accompanied by a prediction of correctness. The correctness of responses, paired with the prediction values, provided for calculation of an index of metacognition which could subsequently be correlated with scores on the locus of control measure. The subjects completed a short questionnaire which identified such personal characteristics as their year in school, ethnic status and sex. Identification of these variables provided for an investigation of the effects of these factors on locus of control and metacognition. Results of hypothesis testing indicated a significant (alpha = .05) negative correlation between locus of control and metacognition. Subjects with an internal locus of control tended to have higher levels of metacognition. No significant differences were found between either mean locus of control scores or mean metacognition scores when these values were compared across the secondary variables of grade level, ethnicity and sex. The values of the correlation coefficient between locus of control and metacognition were not found to differ significantly when compared across grade level, ethnicity and sex. Based on the results of hypothesis testing it was concluded that locus of control and metacognition are correlates. The lack of significant differences when each variable was compared across grade levels, minority/non-minority status and sex led to the conclusion that the correlation between the primary variables is a general one, not dependent on linkage to one of the secondary variables investigated.

This study assessed the efficacy of the application of cognitive-behavioral self control therapy with a sample of psychiatrically impaired adolescents. Ten adolescent inpatients (5 male/5 female), residing within the Adolescent Unit of the State Hospital of a Southwestern state, were selected as subjects. Subjects ranged in age from 12 to 17 years and were paid volunteers. Subjects were assessed pretreatment for non self controlled behavior via the teacher rated Self Control Rating Scale (Kendall & Wilcox, 1979). This measure also served as the blocking variable utilized for random assignment to treatment or control group. Five adolescents were assigned to each group. Pretreatment measures of social perspective taking (Chandler Bystander Cartoons; Chandler, 1973) and social problem solving (Means-Ends Problem Solving test: Platt & Spivack, 1975) were taken additionally. All three measures were repeated at posttreatment and at 4 week follow-up. Treatment consisted of twelve 60-minute sessions held 3 times a week over the period of 4 weeks. The treatment consisted of a group application of Kendall's (1980) Cognitive-Behavioral Self Control therapy. The main treatment strategies included: (1) a problem solving approach, (2) self instructional training, (3) behavioral contingencies, (4) modeling, (5) affective education, and (6) role play exercises. The separate strategies were essentially interwoven. Except for the cognitive-behavioral self control training proper, subjects in both treatment and control groups were given similar tasks, task instructions, and performance feedback. Results found a range of behavioral self control skills distributed among the subjects but failed to support the hypothesis of associated poor social perspective taking and social problem solving skills. Treatment failed to improve teacher ratings of behavioral self control at posttreatment and at follow-up. Likewise, no significant improvement was found in social problem solving skills at posttreatment or follow-up, although a trend toward improvement was suggested. A significant improvement in social perspective taking skills was found in the treatment group at posttreatment. The improvement was maintained at 4 week follow-up. The results are interpreted as suggesting that cognitive-behavioral self control training can be useful in facilitating the further development and enhancement of previously inadequate cognitive capacities in psychiatrically impaired, non self controlled adolescents. Certain suggestions for enhancing the effectiveness and generalization of the treatment approach are discussed.

It was the purpose of this study to determine and compare the locus of control of selected seventh and tenth grade students attending the comprehensive high school (Gesamtschule) with those attending two of the traditional high schools (Hauptschule and Gymnasium) in West Berlin, Germany. Eight hundred twenty-nine students from three Hauptschulen, two Gymnasium and two Gesamtschulen participated in the study (males = 486, females = 343). A translated version of Rotter's Internal-External Scale of Locus of Control and a demographic questionnaire were administered to the students in the spring of 1981. The data were analyzed in reference to seven variables: school affiliation; grade level; sex; ordinal position; family size; socioeconomic status; and religious affiliation. Data analysis was performed by comparisons of means using one and two factor analyses of variance with the .05 level of significance held critical. Results revealed significant differences among secondary school students. Students at the Hauptschule, on the whole, were significantly more internal than students at the Gesamtschule or the Gymnasium. Taking grade level into consideration, seventh grade students were more internal than tenth grade students. Analyses of the results on the influence of sex, ordinal position and family size on locus of control did not produce significant differences. Although high socioeconomic status students in all schools had lower, more internal, locus of control scores, the difference was not significant. Analysis of variance of locus of control as a function of school attendance and religious affiliation produced significant differences across school types and significant interaction, but failed to produce significant differences between Protestan and Roman Catholic students as a whole. This study succeeded in providing a prototype for cross-cultural research of locus of control. It demonstrated the usefulness of a translated American assessment scale and established locus of control norms for a specific German population.

The primary purpose of this study was to describe relationships between the concepts of caring behaviors of nurses, adolescent hopefulness and adolescent health care outcomes. The secondary purpose was to test and refine instruments developed to index those concepts. The conceptual framework used for the study was derived from two sources: an existential theory of nursing, Humanistic Nursing, as developed by Paterson and Zderad (1976). and a set of inductive studies on nurse-adolescent patient interactions (Hinds, 1983). A longitudinal, descriptive-correlational design having three data collection points was used. The study sample consisted of 25 adolescents (x age 15.6 years) receiving inpatient treatment for substance abuse. The data collection points occurred at 24-48 hours after admission (T₁), 96-120 hours before discharge (T₂), and 4-5 weeks after discharge (T₃). Adolescents completed visual analogue instruments and responded to a set of open-ended questions indexing the study concepts. Instrumentation data were analyzed using descriptive and correlational statistics and tests of significance for change. Qualitative data resu1ting from the interviews were content analyzed. Findings included statistically significant positive relationships between the concepts of caring behaviors of nurses and adolescent hopefulness at T₁, and T₂. Secondly, the relationship between adolescent hopefulness and adolescent health care outcomes was statistically significant at T₃. The concepts of caring behaviors of nurses and adolescent hopefulness changed significantly in a positive direction from T₁ to T₂. Content analysis findings indicated the concept of adolescent hopefulness was qualitatively different at each of the data collection points. Findings provide support for the theorized link between nurse-patient relationships and positive patient change. The purposeful use of a caring self for positive patient change represents the blend of art and science that defines the nursing profession.

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