No description available.

This study explores factors that influence the sexual attitudes and behaviors of adolescents specifically through an examination of social constructs that measure sexual beliefs and attitudes of adolescents and the relationships between race and gender and sexual beliefs and attitudes. As the U.S. has maintained one of the highest rates of unplanned teen pregnancy and births among industrialized nations, schools and community groups have struggled to combat teen pregnancy and worked toward designing effective prevention programs. Through an emphasis either on abstinence or safe sex practices, these programs strive to influence adolescents' sexual behavior. However, studies and reports reveal a paucity of research that examines adolescents' attitudes and beliefs of sexual behavior, especially for cultural- and gender- specific groups of adolescents. Drawing from social constructionist theory and multiracial and radical feminist theoretical frameworks, this study utilizes Virginia Abstinence Education Initiative (VAEI) data from surveys administered to adolescents measuring sexual attitudes, beliefs, and behaviors. This study examines race and gender differences among the participants with regard to beliefs and attitudes about sexual behavior. The goal is to both better understand race and gender influences on adolescents' sexual beliefs and attitudes and to provide information to those who are in the position to develop more successful and effective teen pregnancy prevention programs. Consistent with existing literature, findings indicate gender-based differences regarding sexual beliefs and attitudes and minimal race-based differences in this analysis. An intersectional analysis further suggests that although female adolescents across race held similar beliefs and attitudes regarding sexuality, there were differences across race among male adolescents.

This thesis explores the relationships between self-esteem and socio-economic factors and characteristics of maternity group home program participation. Self-esteem is used sometimes as the independent variable and sometimes as the dependent variable in this study. A sample of 268 women was used representing the data available in an administrative database on women admitted to the Villa Rosa program for the period from May 1998 to February 2009, after removing cases with too much of the self-esteem measure missing. Methods of analysis included; paired samples t-tests, independent samples t-tests, analysis of variance, repeated measures analysis of variance, standard multiple regression, sequential multiple regression, and multinomial logistic regression. Attempts were made to control for the influence of the several factors. The main findings of the research included: 1) Ethnicity was not found to be significantly related to discharge self-esteem. 2) Self-esteem of residents was found to be significantly healthier at discharge from the program than at intake to the program. 3) Self-esteem was not found to be significantly different between women who participated in a post-natal semi-independent living component of the program and those who did not when controlling for control variables. When the control variable of length of time in the program was removed self-esteem was found to be significantly healthier for women who participated in the post-natal semi-independent living component of the program than those who did not. 4) A significant difference was not found between the discharge self-esteem of women who reported as living with a disability at intake, and women who did not. 5) Self-esteem at discharge was found to be healthier with an increased number of days spent at Villa Rosa. 6) Less healthy intake self-esteem was associated with plans not to breastfeed. 7) More supportive attitudes of social support network as measured at intake were shown to be linked to healthier self-esteem at discharge. 8) Experiences of abuse were not shown to be significantly related to discharge self-esteem. Both support received from the significant findings, and a lack of support from insignificant findings, were found for several self-esteem theories.

This thesis explores the relationships between self-esteem and socio-economic factors and characteristics of maternity group home program participation. Self-esteem is used sometimes as the independent variable and sometimes as the dependent variable in this study. A sample of 268 women was used representing the data available in an administrative database on women admitted to the Villa Rosa program for the period from May 1998 to February 2009, after removing cases with too much of the self-esteem measure missing. Methods of analysis included; paired samples t-tests, independent samples t-tests, analysis of variance, repeated measures analysis of variance, standard multiple regression, sequential multiple regression, and multinomial logistic regression. Attempts were made to control for the influence of the several factors. The main findings of the research included: 1) Ethnicity was not found to be significantly related to discharge self-esteem. 2) Self-esteem of residents was found to be significantly healthier at discharge from the program than at intake to the program. 3) Self-esteem was not found to be significantly different between women who participated in a post-natal semi-independent living component of the program and those who did not when controlling for control variables. When the control variable of length of time in the program was removed self-esteem was found to be significantly healthier for women who participated in the post-natal semi-independent living component of the program than those who did not. 4) A significant difference was not found between the discharge self-esteem of women who reported as living with a disability at intake, and women who did not. 5) Self-esteem at discharge was found to be healthier with an increased number of days spent at Villa Rosa. 6) Less healthy intake self-esteem was associated with plans not to breastfeed. 7) More supportive attitudes of social support network as measured at intake were shown to be linked to healthier self-esteem at discharge. 8) Experiences of abuse were not shown to be significantly related to discharge self-esteem. Both support received from the significant findings, and a lack of support from insignificant findings, were found for several self-esteem theories.

No description available.

Bakgrund: Barnmorskan ska assistera den gravida kvinnan under graviditet och förlossning genom undervisning, vägledning och uppmuntrande stöttning. Denna studie behandlar förhållande och attityder, delande av livsvärld, mellan barnmorskor och tonårsgraviditeter. Syfte med studien var att belysa barnmorskors erfarenhet av att vårda tonåringar. Metod: En kvalitativ systematisk litteraturstudie har genomförts. Åtta artiklar som belyser barnmorskors erfarenhet av att vårda och förlösa tonåringar har analyserats med kvalitativ innehållsanalys med manifest ansats. Studien resulterade i två huvudkategorier med vardera efterföljande tre subkategorier: Barnmorskans önskan att vårda den gravida tonåringen: Att ta den gravida tonåringen på allvar, att vara en viktig person för den gravida tonåringen och att ta hand om den gravida tonåringen. Barnmorskans uppfattning av den gravida tonåringen: ett nytt sammanhang, den oförberedda gravida tonåringen, den gravida tonåringen och hennes kultur. Slutsats Barnmorskors erfarenheter av att vårda tonåringar visade på en stor variation. Barnmorskor tog ”vårdandet” på allvar samtidigt som det uppstod komplexa situationer i samband med ”varandet´” tillsammans med den gravida tonåringen. Ökade kunskaper om den delade livsvärlden kan leda till att tonåringar får ett hälsofrämjande bemötande samt att barnmorskan får redskap till att vårda och förlösa den unga kvinnan på ett betydelsefullt sätt. / Background: The midwife shall assist the pregnant woman during her pregnancy and delivery, educating, guiding and encouraging her. This study treats relations and attitudes, a sharing of life-world, between midwives and pregnant teenagers.The aim of the study was to illustrate midwives’ experiences from caring for teenage mothers.Metode:Through a qualitative systematic study of eight selected scientific articles, two categories, each with three sub-categories, were established: The midwife’s desire to care for the pregnant teenager: take the pregnant teenager seriously, to be an important person to the teenager, take care of the pregnant teenager;  The midvife’s impressions of the pregnant teenager: a new context, the unprepared pregnant teenager, the pregnant teenager and her culture.Conclusions: The midwives’ experiences of caring for teenage mothers showed forth a great variation. Midwives were serious in their “caring for” while, at the same time, complex situations appeared in the “being with” the pregnant teenagers.Increased knowledge about the shared life-world can result in respectful caring for the teenage mother, as it can provide the tools for the midwife required to deliver the teenage mother’s baby in a respectful and meaningful way.

No description available.

Malgré la diversité des recherches sur la parentalité adolescente, l'analyse des trajectoires parentales et des facteurs qui peuvent moduler l'effet de cet événement sur la scolarité demeure peu documentée. C'est précisément sur cet aspect que se penche la présente étude. L'objectif général de ce mémoire est de voir dans quelle mesure les différentes trajectoires adoptées par les jeunes parents sont associées à l’obtention des diplômes scolaires. Évidemment, les parents adolescents forment un groupe qui est plus à risque de ne pas avoir obtenu de diplôme secondaire vers 20 ans. Cependant, nous soutenons que la trajectoire parentale est différente pour chaque individu et qu'elle peut modifier la probabilité d’obtention des diplômes secondaire et postsecondaire. Les résultats des analyses de régression sur les données de l'Enquête auprès des jeunes en transition nous montrent que ce n’est pas le simple fait d’être parent qui influe sur la scolarité des jeunes, mais plutôt le type de trajectoires scolaires empruntées par ces derniers. Ainsi, certaines trajectoires parentales moins stables et plus précoces ont plus d’impact sur la non obtention d’un diplôme d’études secondaire, que les trajectoires parentales stables, qu’il s’agisse de monoparentalité ou de famille cohabitante. La précocité est donc un facteur d’influence différencié selon le type de parcours conjugal. De plus, nous observons que cette association entre certaines trajectoires parentales et l’obtention d’un diplôme s’observe également chez les hommes même si le type de trajectoire parentale est globalement moins explicatif que pour les femmes. Finalement, les variables reliées à la performance scolaire à 15 ans médiatisent en partie l’impact des trajectoires parentales sur le statut scolaire à 23 ans, ce qui suggère que l’association peut s’interpréter aussi comme un effet de la scolarité sur la parentalité. / Although many studies on teenage parenthood have been realized, little research examined the effect of parental trajectories on school graduation. The aim of this study is to better understand how teen parents' life trajectories influenced the probability of getting a diploma. Obviously, young parents have higher risk of not being graduated of high school before their 20 years old. However, we support that teen parents' life trajectories are different for each. In consequence the probability of getting a diploma can be modified. Based on data from the Youth in Transition Survey collected between 2000 and 2007, our results from regression analyses suggest that the simple fact of being a teenage parent does not explain all consequences on school graduation. The probability of getting a diploma would rather be influenced by teen parents' life trajectories. Additionally, results suggest that instable and early parenthood contribute to the likelihood of not being graduated at 23 years old. Our result shows that early parenthood has to be analyzed differently and a combination between precocity and instability help to better understand the effects of adolescent parenthood on diplomation. An association between academic performances at 15 years old and the level of education at 23 years old was also found, which may explain why this association may influences the probability of getting a diploma.

The United States has the highest rates of teenage pregnancies, births, abortions, and sexually transmitted infections in the industrialized world. African American teen pregnancies and sexually transmitted infections are on the rise in many rural southwest school districts in the State of Georgia where the sex education curriculum is nonexistent or solely focuses on abstinence. Georgia ranked 4th in cases of primary and secondary syphilis, 6th in AIDS, 12th in gonorrhea, 14th in teen pregnancies, and 17th in chlamydia in the United States in 2012. The purpose of this qualitative study was to evaluate the perceptions of residents of a primarily African American rural southwest Georgia community regarding the importance of sex education and their knowledge of the school district's sex education curriculum. It specifically investigated abstinence-only sexual education using Bronfenbrenner's ecological learning theory. Study participants (n = 25) were African American youths in 9th grade, their parents, school officials, religious leaders, policymakers, and health advocates. The research questions were designed to investigate participants' knowledge of sexual health and effective sex education curricula for their school district. Data were collected from the participants via semi-structured interviews. MAXQDA 11.1 software was used for thematic analysis of transcribed interviews. The findings demonstrated community support for a comprehensive sex education curriculum and the need for a new paradigm in social policy that suggests initiatives should be evidence-based to achieve maximum efficacy in policy analysis. The study provides a baseline for school officials to assess community opinions regarding the acceptance of a comprehensive sex education curriculum.

Malgré la diversité des recherches sur la parentalité adolescente, l'analyse des trajectoires parentales et des facteurs qui peuvent moduler l'effet de cet événement sur la scolarité demeure peu documentée. C'est précisément sur cet aspect que se penche la présente étude. L'objectif général de ce mémoire est de voir dans quelle mesure les différentes trajectoires adoptées par les jeunes parents sont associées à l’obtention des diplômes scolaires. Évidemment, les parents adolescents forment un groupe qui est plus à risque de ne pas avoir obtenu de diplôme secondaire vers 20 ans. Cependant, nous soutenons que la trajectoire parentale est différente pour chaque individu et qu'elle peut modifier la probabilité d’obtention des diplômes secondaire et postsecondaire. Les résultats des analyses de régression sur les données de l'Enquête auprès des jeunes en transition nous montrent que ce n’est pas le simple fait d’être parent qui influe sur la scolarité des jeunes, mais plutôt le type de trajectoires scolaires empruntées par ces derniers. Ainsi, certaines trajectoires parentales moins stables et plus précoces ont plus d’impact sur la non obtention d’un diplôme d’études secondaire, que les trajectoires parentales stables, qu’il s’agisse de monoparentalité ou de famille cohabitante. La précocité est donc un facteur d’influence différencié selon le type de parcours conjugal. De plus, nous observons que cette association entre certaines trajectoires parentales et l’obtention d’un diplôme s’observe également chez les hommes même si le type de trajectoire parentale est globalement moins explicatif que pour les femmes. Finalement, les variables reliées à la performance scolaire à 15 ans médiatisent en partie l’impact des trajectoires parentales sur le statut scolaire à 23 ans, ce qui suggère que l’association peut s’interpréter aussi comme un effet de la scolarité sur la parentalité. / Although many studies on teenage parenthood have been realized, little research examined the effect of parental trajectories on school graduation. The aim of this study is to better understand how teen parents' life trajectories influenced the probability of getting a diploma. Obviously, young parents have higher risk of not being graduated of high school before their 20 years old. However, we support that teen parents' life trajectories are different for each. In consequence the probability of getting a diploma can be modified. Based on data from the Youth in Transition Survey collected between 2000 and 2007, our results from regression analyses suggest that the simple fact of being a teenage parent does not explain all consequences on school graduation. The probability of getting a diploma would rather be influenced by teen parents' life trajectories. Additionally, results suggest that instable and early parenthood contribute to the likelihood of not being graduated at 23 years old. Our result shows that early parenthood has to be analyzed differently and a combination between precocity and instability help to better understand the effects of adolescent parenthood on diplomation. An association between academic performances at 15 years old and the level of education at 23 years old was also found, which may explain why this association may influences the probability of getting a diploma.