Adolescent mothers' knowledge of child development and expectations for their own infants

Adolescent mothers of 8- to 14-month-old infants gave fewer correct responses on the Developmental Milestones Survey (DMS) and were less accurate in predicting whether or not their infants would pass Bayley items than adult mothers of same-aged infants. Adolescent mothers were more likely to underestimate their infant's performance if the mothers received lower scores on the DMS, especially if they were likely to guess too young an age when they missed DMS items. Adult mothers, on the other hand, were more likely to underestimate their infant's performance if the mothers were likely to guess too old an age when they missed DMS items. Some adolescent mothers thus expect too little too late from their own infant and too much too soon from the average infant. These mothers may fail to encourage their infant's development and may perceive their infant as less competent than other infants because of these expectations.This article is based on a master's thesis completed by the second author. An earlier version of these findings was presented at the meeting of the Society for Research in Child Development, New Orleans, Louisiana, March 1993.Received Ph.D., from Michigan State University. Research interests include adults' perceptions of infants and infant emotional regulation.Received M.A. from West Virginia University. Research interests include adolescent parenting and infant social development.     

Teenage pregnancy and neonatal behavior: Effects in Puerto Rico and Florida

The purpose of this study was to examine the relationship between neonatal behavior and prenatal and perinatal risk factors in infants of teenage and older mothers in Puerto Rico and Mainland United States. The sample included approximately 300 newborn infants;half were examined in Puerto Rico, the other half in Florida, using the Brazelton Neonatal Behavioral Assessment Scale. Comparisons by maternal age and the number of obstetrical complications showed that for the Puerto Rican group, infants with fewer obstetrical complications were better able to regulate their crying and active states. Infants of teenage mothers with fewer complications had a higher level of arousal than infants of older mothers with fewer complications. Infant behavior in the Mainland sample did not vary by maternal age or complications. Multiple regression analysis indicated that the combination of biomedical variables significantly predicted neonatal behavior in both cultures. Mother's age was not separately correlated with neonatal behavior, but was repeatedly combined with other variables in the significant regressions. The findings suggest that infants of teenage mothers may differ from infants of older mothers, particularly in the organization of state behavior, and that the effects of maternal age on neonatal behavior are increased in the presence of biological outcome factors.This article is based on a final report to the NICHD Center for Population Research, Contract N01-HD-7283.Received Ph.D. from Michigan State University. Main research interests are determinants of neonatal and infant development, assessment of preterm and at risk infant.Received Ph.D. from Harvard University. Main research interests are sociocultural aspects of development, teenage pregnancy, infant temperament and psychophysiology.Received M.A. from University of Florida. Main research interests are prenatal and prenatal factors on development, maternal obstetric medication, and behavioral teratology.     

The relationship of observed maternal behavior to questionnaire measures of parenting knowledge,attitudes, and emotional state in adolescent mothers

Although relationships have been found between maternal psychological characteristics and cognitive and emotional outcomes in children, the behaviors which may mediate these relationships are seldom examined. This is especially true for adolescent mothers, whose children are thought to be at high risk for adverse outcomes. In this study, adolescent mothers in two special programs completed questionnaires measuring perception of the newborn (Neonatal Perception Inventory), knowledge of influences on child development (Infant Caregiving Inventory), and emotional state (General Health Questionnaire); they were also systematically observed while interacting with their infants in a naturalistic situation. Specific maternal behaviors were found to vary with the age of the mother and of the baby. Mothers with neutral or negative perceptions of their infants touched them less than did mothers with positive perceptions. Degree of emotional disturbance was inversely related to the amount of time that the mother looked at her infant while in physical contact.This research was supported in part by NIH Biomedical Research Support Grant No. BRS 507 RR 05445-19 to Johns Hopkins University School of Hygiene and Public Health.Received her Sc.D. in mental hygiene (comparative behavior) from Johns Hopkins University. Main interests include relationships between observable behavior and reported psychological states, and behavioral and emotional disorders of children.Received her Ph.D. in population dynamics from Johns Hopkins University. Main interests are adolescent health and pregnancy and population changes influencing perinatal health.Received her Ph.D. in psychology from George Peabody College. Main interests include parenting of infants and children's rights.Received her Ph.D. in anthropology from the University of Florida. Main interests include adolescent health and utilization of health services by children and adolescents.Received his Ph.D. in child psychology from the University of Iowa. Main interests are infant and child development, with focus on measurement of developmental status and its determinants.     

The determinants of parenting competence in adolescent mothers

Recent research has implicated the maternal behavior of adolescent mothers as a significant factor in the high rate of developmental delays observed in infants of young mothers. In the present study, the interaction of 58 low-income adolescent mothers and their infants was observed and standardized and projective tests were administered. Factor analysis indicated that the variables of overall self-esteem and maternal efficacy explained 66% of the variance in terms of maternal self-perception, while expressivity and facilitation accounted for 83% of the variance in maternal behavior. Self-esteem and self-efficacy were more positively associated with involvement with the infant's father than with the mother's family of origin. On the other hand, support from the father was negatively associated with parenting competence. The capacity to interpret infant emotions was crucial to the development of parenting competence. Overall, the associations between the determinants of parenting competence and the quality of mother-infant interaction showed significant variations according to the age of the adolescent, suggesting a need to move away from use of maternal age as a continuous variable. Also required is the development of parenting models that recognize that the determinants of competence are different for adolescents than for adult women.     

The social context of teenage childbearing: Effects on the infant's care-giving environment

The effects of maternal age and the social context on the home environment, and maternal behaviors of adolescent and older mothers, as well as the stability of the care-giving environment, were studied. Fifty low-middle socioeconomic status (SES), primiparous, Caucasian mothers and their fullterm healthy infants were included. At four months, support systems and life stress were assessed, as well as the home environment and maternal behaviors. At two years, a similar home visit was conducted in a subsample. Adolescent mothers had less education, lower SES, and a different child care support system. They also differed in the home environment and maternal behaviors at four months. Some of these differences disappeared when maternal education and SES, or child care support and life stress, were controlled. Moderate correlations were observed between four months and two years home environment and maternal verbalizations. Thus, a combination of maternal age and other social factors mediate the negative characteristics of the adolescent mother's care-giving environment, which is relatively stable during the infancy period.Received Ph. D. from Harvard University. Main research interests are sociocultural aspects of development, teenage pregnancy, and infant temperament.Received Ph. D. from University of California, Los Angeles. Main research interests are determinants of neonatal and infant development and statistical systems.Received Ph. D. from Brown University. Main research interests are mother-child interaction, and language acquisition in the hearing impaired.Received M. D. from the University of Santo Tomas, Manila, Philippines. Main research interests are both animal and human studies during the perinatal period.     

At-risk factors for the adolescent mother and her infant

This article describes some at-risk features for the adolescent mother and her infant. The inadequacies of the adolescent mother may be manifest in her inability to provide for herself or her infant, and in difficulties in relating to a mate in a suitable fashion since she is still dependent on and, to some extent, symbiotic with her own mother. Complications, such as the increased possibility of having crises in pregnancy, a premature birth, giving up the baby for adoption, malnutrition, decreased stimulation, and divided mothering, are detailed. Compared to infants of adult mothers, offspring of adolescent mothers have a greater risk later on of conduct disorders, absence of both parents, and placement in foster homes or institutions. The adolescent mother's dynamics seem related to oedipal conflicts, wishes to mother and be mothered, and a predominance of symbiotic or other preoedipal conflicts. Becoming a mother in adolescence may be based on efforts to separate from infantile objects, an attempt to make up for the loss thereof, or substitution and avoidance of separation-individuation conflicts; or it might be an accident to avoid regression. At-risk factors are listed for the psychiatrist and pediatrician to observe in the adolescent mother and her infant in order to be alert to the possibilities of increased complications.Past President of American Society for Adolescent Psychiatry. Received his M.D. from the University of Toronto Faculty of Medicine in 1948. Trained in psychiatry and child psychiatry in New Orleans. Main interests include group and family therapy, separation and attachment processes, and early child development, particularly in prematures.     

Parents' perception of adolescent behavior problems

Fifty-seven parents, usually mothers, rated their adolescent sons and daughters on the Walker Checklist at the time of their initial clinic appointment. Parents perceived this group of adolescents as more disturbed than the elementary school age normative group on three of the scales, Immaturity, Acting Out, and Distractibility. The results support an increase in behavior problems at adolescence which is more marked for the younger females and younger males. Neither gender nor age, separately, determines the degree of behavioral disturbance, with one exception. The scores of both the younger and older male groups are significantly higher than the scores of their corresponding female groups on the school-related Distractibility scale.Received her Ph.D. from University of Washington 1959. Interests are adolescent development, personality, and evaluative research.Community Practice student in the Adolescent Clinic.     

Adolescents' perceptions of the nature of their communication with parents

This study examines the effects of the age and sex of adolescent and the sex of parent upon adolescents' perceptions of the nature of their communication with each parent. Two hundred and ninety-six adolescents aged 13–17 years completed a communication schedule, rating 14 content areas along six process dimensions: frequency of conversation, initiator, levels of recognition of adolescents' opinion, self-disclosure, domination, and levels of satisfaction. Multivariate analyses of variance were conducted separately for each process dimension. Frequency ratings revealed that adolescent females of all ages reported talking more often with mothers than did adolescent males. Adolescent males, however, believed they talked more often than did females with fathers about interests, sexual issues, and general problems. Mothers were seen to initiate more conversations than fathers on a wide range of topics. Mothers were also perceived as more likely to recognize and accept the adolescents' opinions. Adolescent females believed they disclosed more to mothers than fathers, but males believed they disclosed equally to both parents. Males disclosed more to fathers than did females about their sexual or other problems, while females disclosed more often overall to their mothers than did males. Adolescent males were equally satisfied with their discussions with both parents, but females were more satisfied about conversations with mothers rather than fathers. In sum, the results suggest that mothers' more frequent initiation of discussions with their younger adolescents and their greater recognition of their opinions lead to older adolescents interacting more with mothers than fathers.Ph.D. in Social Psychology, University of Queensland. Her current interests are in the areas of marital and family communication, adolescence, and personal relationships.Ph.D. in Social Psychology, Australian National University, with research interests in adolescence, marital communication, and childless couples.     

School return among pregnant adolescents

School return by adolescent mothers has been problematic. Many of the barriers to continuing education have been created by school system practices and policies. Recent administrative and court decisions are forcing changes in these traditional practices. Participants in an adolescent pregnancy program were permitted to attend their usual high school during and after pregnancy. Staff members discussed this and other educational opportunities with each eligible student and her family. More members of the program than control group reported some school attendance during the quarter of the delivery. Compared with the control group, which was permitted but not systematically encouraged to return, more program participants returned to day school following the pregnancy. Unexpectedly high rates of return to other school programs (other than day school) were reported by members of the control group. It is argued that the program effects are primarily a function of elimination of school system barriers, both formal and informal, to school return so that the subjects' already high motivation to return could be realized.Received her Ph.D. in sociology from the University of Washington. Main interests include social pathological aspects of fertility and fertility-related behavior.Received his Ph.D. in sociology from University of Washington. Main interests include sociology of the family. Current research is in family structure and suicide.     

An extension of Marcia's Identity Status Interview into the interpersonal domain

This article describes an extension of Marcia's (1966) Identity Status Interview into three interpersonal domains: friendships, dating, and sex roles. The Identity Status Interview method is assessed favorably in terms of identity theory, justification for the three new sections is provided on the basis of theory and research on sex differences in adolescent identity, and methodological refinements in the interview are described. A study is reported in which the extended interview was administered to 41 male and 40 female high school juniors and seniors. Average percentage of exact agreement for ratings of exploration, commitment, and identity status was over 70% when two coders were used and over 94% when the ratings of two out of three coders were used. It is concluded that this extended interview is psychometrically sound and provides a method for assessing interpersonal issues salient to contemporary adolescents.This work was supported in part by a grant from the Office of the Vice President for Academic Affairs, University of Texas at Austin.Received his Ph.D. in child psychology from the University of Minnesota. Main Interest is the influence of the family on adolescent personality development, especially identity and vocational interests.Doctoral candidate in counseling psychology, with special interst in sex roles and adult development.Received Ph.D. in community psychology from the University of Texas at Austin. Main interests include adult development, communities, and spiritual growth.     

Psychological mindedness and abstract reasoning in late childhood and adolescence: An exploration using new instruments

This study introduces two new measures of psychological mindedness, applying them in a study of the growth of abstract thinking in children and adolescents in a developmental design. The capacity to achieve psychological understanding of the self and of others involves comprehension of the motives, attitudes, and characteristics of the self and others. Psychological mindedness toward the self (PS) and toward others (PO) may be seen as complex cognitive capacities that should show a pattern of related development in childhood. Three groups of 60 fifth, eighth, and twelfth graders completed two measures of formal operations and two instruments to assess the two components of psychological mindedness. We find that psychological mindedness and abstract thinking both increase significantly with age, although the relationship between them is complex and varies with gender and age. Because the development of abstract reasoning skills does not correlate with the development of psychological mindedness in a simple way, a more complex model is necessary, taking age and gender differences into account. Performance on the two measures of psychological mindedness is found to be largely unrelated, suggesting that these are two different psychological skills. Implications of these findings are discussed, with special reference to education, peer counseling, and psychotherapy.Received Ph.D. from University of Michigan and psychoanalytic training from The Michigan Psychoanalytic Institute. Main research interests are psychoanalytic theory, the therapeutic alliance, and insight and self-observation.Received Ph.D. from University of Michigan. Main research interests are adolescent development, peer counseling, short-term psychotherapy, and the psychology of women.Received M.A. from The University of Michigan. Main research interests are infant mental health and attachment theory.Received M.A. from The University of Michigan. Main research interests are gender identity and children of divorce.Received B.A. from The University of Michigan. Main research interests are gender issues and adolescent development.     

Adolescents' experience of a life-framing decision

High school students participating in a year-long longitudinal study of the college decision-making process described their experiences in open-ended essays, and rated their reactions to the process on several different Likert scales. Students' certainty in the decision and readiness to make a decision rose over time. As the process continued, students reported increasing satisfaction with the information they had obtained, and more comfort with the process itself. However, overall levels of reported enjoyment of the process were low to moderate, and overall ratings of the stressfulness of the decision remained high. Students gave evidence of seeing this decision as a life-framing one.This project was funded by The Spencer Foundation and by the National Institute of Child Health and Human Development (HD-28177-R15), both to Kathleen M. Galotti. We gratefully acknowledge the assistance of Stephanie Aubry, Jessica Bresler, Laura Gibson, Julie Greene, Ruby Hou, Perrin Klumpp, Jodi Matthes, Jennifer McGregor, Nancy Michelsen, Terrance Overby, Amy Prullage, Melissa Schneider, Katherine Seiden, Daniel Simons, and Meghan Wilhelm for gathering and coding data. We also thank the principals, guidance counselors, and teachers at the cooperating schools for helping us recruits students and schedule surveys.Received a Ph.D. in psychology and an M.S.E. in computer and information sciences from the University of Pennsylvania. Current research interests include everyday reasoning and decision making, and the development of these skills.Received a Ph.D. in counseling and guidance from the University of Wisconsin, Madison. Research interests are in adolescent development and adolescent psychopathology.     

Behavior problems of handicapped adolescent female students

Adolescent girls aged 12 through 16 years, identified as either educable mentally retarded, behaviorally disordered, learning disabled, or nonhandicapped, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed significant differences for pupil category, Behavior Problem Checklist dimension, and category-by-dimension interaction. Behaviorally disordered students showed a greater degree of maladjustment than the retarded and nonhandicapped students on all four checklist dimensions, and exceeded the learning disabled on three dimensions (not Personality Problem). Implications for further research and special educational practices based on the present findings are discussed.Received Ed.D. from University of Virginia. Main interest is the handicapped adolescent.Received Ms.Ed. from Northern Illinois University. Main interest is emotionally disturbed children.Received Ed.D. from University of Virginia. Main interest is educational programming.Received Ms.Ed. from Northern Illinois University. Main interest is educational research.     

Parent-adolescent congruence for adolescent substance use

Parental reports of adolescent substance use were compared to the adolescents' self-reports using identical scales. Congruence was defined as exact agreement on whether adolescents were current users, ex-users, or never-users. Both parents were found to be less accurate in predicting their adolescents' alcohol use compared to cigarette or marijuana use. Single mothers were significantly less likely to be congruent than were mothers from two-parent households. Mother and father congruence on all substances was unrelated to the adolescent's sex, race, or after school employment. For both parents, congruence for adolescent marijuana use was significantly related to the age and GPA of the adolescent. Congruence may also reflect important properties of family functioning, as significant relations were found between both adolescent and parent ratings of family cohesion and parent-adolescent congruence on perceptions of marijuana use.This research was supported by Grant DA03706 from the National Institute of Drug Abuse (Hyman Hops, Principal Investigator).Jennifer Langhinrichsen is a doctoral candidate in psychology interested in adolescent and family interactions. The other authors are psychologists or data analysts working on family influences on substance use and mental health.     

Mediators of depression among low-income,adolescent mothers of infants: A longitudinal perspective

The purpose of this study was to identify, using a life events perspective, Stressors and resources that mediate depression for adolescent mothers at the time of the birth of their child and at one year postpartum. The data for this study consisted of interviews with 157 low-income adolescent mothers age 12–18 at the birth of their child. They were selected from a larger prospective study of mothers of infants and stress. Multiple regression analyses revealed two key results that were consistent for the data obtained at birth and at one year postpartum. Predictors of depressive symptomatology and of a clinical syndrome of depression were similar. Also, Stressors generally were more important as mediators of depression than resources.Received Ph.D. in child and family studies from the University of Tennessee. Current research interests are adolescent stress and coping and marital dissolution.Received DrPH from Harvard University. Current research interests are the role of stress and social support in the etiology of child maltreatment, adaptation and coping in families with children who have birth defects, and incarcerated mothers and their children.Received M.D. from Stanford University and M.P.H. from the University of North Carolina at Chapel Hill. Current research interests include stress and social support, etiology of child maltreatment, injury prevention, prenatal care, and infectious disease in day care.Received Ph.D. from the University of Michigan in Biostatistics. Current research interests include applications of survival analysis and analysis of observational data.The data for this paper were part of a larger study funded by Grant No. MCJ370521 awarded by the Bureau of Health Care Delivery and Assistance (now the Bureau of Maternal and Child Health and Resources Development). Data analysis was funded by an Innovative Research Award from the Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. Partial support from NIMH Center Grant (MH33127): Biostatistics Core for M. J. Symons is gratefully acknowledged.     

Adolescents' perceptions of their attachment relationships with their mothers,fathers, and friends

This study explored changes in New Zealand adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends. The main findings revealed that from early to late adolescence: Males and females remained stable in their quality of affect toward their mothers. With increasing age, females utilized their mothers for support and proximity more, whereas males utilized their mothers for support and proximity less. With increasing age, males and females rated their quality of affect toward their fathers as lower and utilized their fathers for support and proximity less. Females had a higher quality of affect toward friends than males regardless of age, but both males and females increased their utilization of friends for support and proximity over age. Further analyses revealed that Pacific Island adolescents utilized their mothers less for support and proximity than European/Pakeha adolescents. Adolescents from one-parent families utilized their fathers less for support and proximity and had a lower quality of affect toward him than adolescents from two-parent families. These findings suggested that substantial changes take place in attachment relationships from early to late adolescence and highlighted the need for research to differentiate between the sex of adolescent and sex of parent dyads in order to examine adolescents' affective relationships effectively.This research is based on the first author's doctoral dissertation at the University of Auckland.Received Ph.D. from the University of Auckland. Research interests are in life span developmental psychology and in the parenting of children and adolescents.Received Ph.D. from the Australian National University. Research interests lie within life span developmental psychology and early cognitive development.Received Ph.D. from the University of Canterbury. Her main interests are in life span developmental psychology and the development of low birth weight babies.     

Adolescent attachment to parents and friends in relation to aspects of self-esteem

This study explored the relative influence of adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends on three measures of self-esteem. The sample consisted of 493 New Zealand adolescents ranging from 13 to 19 years of age. Two dimensions of the attachment relationship were assessed: the utilization of emotional support and proximity, and the quality of affect. The major findings were as follows: utilization of emotional support and proximity from mothers, fathers, and friends was minimally related to overall self-esteem, coping abilities, and social competence. The quality of affect toward mothers and fathers was significantly related only to social competence. These findings suggest that adolescent self-esteem is more strongly associated with the quality of affect toward parents and friends than with the utilization of these target figures for support or proximity. The notion that parents and friends may contribute to different facets of self-esteem is discussed.This research is based on the first author's doctoral dissertation at the University of Auckland.Received Ph.D. from the University of Auckland, Auckland, New Zealand. Research interests are adolescent development and the development of children's health beliefs and behaviors. To whom reprint requests should be addressed at School of Occupatinal Therapy, Private Bag 92006, Auckland Institute of Technology, Auckland 1020, New Zealand.Received Ph.D. from the University of Canterbury. Main interests are in life span developmental psychology, and the development of low birthweight babies.Received Ph.D. from the Australian National University. Interests lie within life span developmental psychology and early cognitive development.     

Cross-Informant Ratings of the Emotional and Behavioral Functioning of College Students

One hundred seventy-four college students and a subset of their mothers and fathers provided ratings of college students’ emotional and behavioral functioning. College students and their mothers and fathers demonstrated variable levels of correspondence in their ratings of college students’ internalizing and externalizing behavior problems. Similar findings were noted with t-test comparisons, with college students rating themselves as experiencing significantly higher levels of behavior problems than did their mothers and fathers. Further, college students’ ratings of their mothers’ and fathers’ parenting and their perceptions of their parents predicted significantly their ratings of their own behavior problems. Although mothers’ communication reciprocity and perceptions of their college students served as significant predictors of mothers’ ratings, a different pattern of results occurred with paternal variables. Overall, these findings further the understanding of correspondence and predictors of cross-informant ratings of college students’ emotional and behavioral functioning. Kimberly Renk is currently an Associate Professor at the University of Central Florida (UCF) in Orlando, Florida, serving the Department of Psychology’s Clinical Psychology Ph.D. program. She earned her Bachelor’s degree in Psychology at the University of Illinois, her Master’s degree in Clinical Psychology at Illinois State University, and her Doctoral degree in Clinical Psychology at the University of South Florida after completing a predoctoral internship in Clinical Psychology at the Louisiana State University Health Sciences Center. Her current interests include parents’ perceptions of their children’s emotional and behavioral functioning and parent-child interactions. She and her graduate students pursue the study of these topics and provide clinical services to the community surrounding UCF through the Understanding Children and Families laboratory. Reesa Donnelly is a Doctoral student at the University of Central Florida. She received her B.A. in Psychology from the University of Virginia and her M.S. in Clinical Psychology from the University of Central Florida. Her major research interests include parent-child relationships in the context of cognitive development and health psychology. Jenny Klein is a Doctoral student at the University of Central Florida. She received her B.S. in Psychology from the University of Florida and her M.S. in Clinical Psychology from the University of Central Florida. Her main research interests are in the area of family interactions, parenting, and child emotional and behavioral problems in minority populations. Arazais Oliveros is a Doctoral student at the University of Central Florida. She received her B.A. in psychology from Florida International University and her M.S. in Clinical Psychology from the University of Central Florida. Her major research interests involve the area of children and parenting, especially in families with risk factors for child maltreatment (e.g., marital abuse, medical concerns). Elizabeth Baksh is a Graduate student at the University of Central Florida. She received her B.S. in psychology and religious studies from the University of Miami and her M.S.W. from the University of South Florida. Her major research interests include parent-child relationships in the context of pediatric psychology.     

School aptitude and achievement in children of adolescent mothers

The effects of adolescent childbearing and parenting on the academic aptitude and achievement of fourth-grade children were examined by comparing children of mothers in three age groups at the birth of the first child: 15–17 years, 18–19 years, and 20–24 years. The data are from a longitudinal study of a community population of schoolchildren. Outcome measures were tests of cognitive skills at preschool screening, parent and teacher ratings of school performance at grade 3, and tests of aptitude and achievement at grade 4. After controlling for gender, birth order, family structure, and maternal education, results indicated that children of adolescent mothers, whether early or late adolescence, were generally not different from children of mothers in their early 20s with respect to academic ability and performance. Maternal education had a far greater impact on the outcome measures than did maternal age.This research was supported by NIMH Grant No. 5-R01 MH-27458 to Dr. Reinherz.Received Ph.D. degree at Brandeis University in 1978. Her major interests are child mental health and child abuse.Received Sc. D. degree at Harvard School of Public Health in 1965. Her major interests are child health and development.