Social support, relationship quality, and well-being among pregnant adolescents.

This study examined the role of social support and relationship quality on the well-being of pregnant adolescents. Sixty-seven Black and 43 White single pregnant teens participated in the study. The reciprocal exchange of support between parents and teens was correlated with increased mastery and life satisfaction and decreased depression and anxiety. However, the reciprocal exchange of support with friends did not correlate with well-being. A high quality relationship with a significant other was associated with increased self-esteem among pregnant teens dating the father of their child. This study extends the adolescent pregnancy literature by considering the reciprocal exchange of support and relationship quality with the partner.

School importance and dropout among pregnant adolescents.

PURPOSE: This study examined the relationship of psychological well-being, social support, and demographic variables to school importance and school dropout among pregnant teens. METHOD: Fifty-one Caucasians and 68 African-Americans (mean age = 16.7 years, mean weeks pregnant = 23) were recruited from two Baltimore area prenatal teen clinics. The adolescents completed questionnaires measuring depression, self-esteem, mastery, parental and friend support, demographic characteristics (i.e., age, marital status, ethnicity, socioeconomic status), school importance, and status. RESULTS: Most adolescents were enrolled in school or had graduated (69.7%), were receiving at least passing grades (78.7%), and perceived finishing high school as very important (76.7%). Blacks were more likely to say school was important (p < 0.001), were less likely to drop out (p < 0.01), and received higher grades (p < 0.01) than whites. Dropouts had lower family incomes than current school attenders and graduates (p < 0.05). One measure of psychological well-being (mastery, p < 0.01) was positively correlated with school importance. Social support did not correlate with school importance or dropout. CONCLUSIONS: These findings suggest that dropping out of school among pregnant teens may be more strongly related to sociocultural factors than to individual characteristics such as emotional support and psychological well-being. Overall, this study reveals a positive picture of educational continuation and performance during pregnancy, with most adolescents recognizing the importance of education and remaining in school.

PIP: This study examined the relationship of psychological well-being, social supports, and demographic factors to school importance and dropout status. Data were obtained from 51 White and 68 Black pregnant adolescents, aged 13-18 years, who volunteered after recruitment in two Baltimore, Maryland, prenatal clinics. Interviews were conducted during the second and third trimester of pregnancy. This study was based on systems theory that argues for multiple levels of analysis. The following instruments were relied on for scales: Procidano and Heller scales, the Brief Symptom Inventory, Rosenberg's scale, Pearlin and Schooler scales, and Hollinghead's 4-factor index. School importance was measured by a 4-item scale developed by Maton and Teti. 58.8% were currently enrolled in school, 10.9% had graduated, and 30% had dropped out. 16.4% of the dropouts had left due to pregnancy. Most reported that school was important. Whites were significantly more likely than Blacks to drop out. Blacks reported greater peer support and higher self-esteem. Mastery and school enrollment were each correlated with school importance. Self-esteem and depression were unrelated to school dropout status. Peer and parent support were unrelated to school importance or retention. Demographic factors were correlated with school importance and dropout status. SES was unrelated to school importance, but higher SES teens were less likely to drop out. Blacks valued school more, were less likely to drop out, and received higher grades. Policies should incorporate socioeconomic conditions as factors in school dropout status among pregnant adolescents.

The Preschool Assessment of Attachment: construct validity in a sample of depressed and nondepressed families.

Construct validity of the newly developed Preschool Assessment of Attachment (PAA) was examined in a sample of depressed and nondepressed mothers and their preschoolers, focusing on attachment related differences in children's general caregiving environments, maternal psychosocial functioning, and child behavior during interactions with mother. Mothers of secure children were more emotionally and verbally responsive to their children than were mothers of insecure children, and secure children were emotionally more positive to their mothers than were insecure children. Mothers of secure children also reported higher levels of social supports than did mothers of insecure children. Finally, dyads with children who lacked unitary, coherent attachment strategies (i.e., anxious depressed, defended/coercive, and insecure other) showed the worst functioning in all domains relative to all other attachment groups. Similar but slightly less robust findings were obtained with socioeconomic variables statistically controlled. These results lend support to the PAA as a valid system for the conceptualization and measurement of quality of attachment among preschoolers. Future research applications with the PAA are discussed.

Mother-toddler interaction patterns associated with maternal depression.

Interactive coordination was observed in laboratory play interactions of pairs of 29 clinically depressed and 14 nondepressed mothers and their 13-29-month-old children (M = 18.9 months). Nondepressed mothers and their children displayed more interactive coordination than depressed-mother dyads (p < .001). Depressed mothers were less likely to repair interrupted interactions, and their toddlers were less likely to maintain interactions than nondepressed controls. Toddlers matched their nondepressed but not their depressed mothers negative behavior rates. Results suggested that early interventions focus on training mothers to attend to maintain, and repair mother-child interactions to more closely approximate normal levels of interactive coordination.

Cultural specificity of support sources, correlates and contexts: three studies of African-American and caucasian youth.

Levels and correlates of parental support, peer support, partner support, and/or spiritual support among African American and Caucasian youth were examined in three contexts: adolescent pregnancy (Study 1), first year of college (Study 2), and adolescence and young adulthood (age 15-29; Study 3). Partially consistent with a cultural specificity perspective, in different contexts different support sources were higher in level and/or more strongly related to adjustment for one ethnic group than the other. Among pregnant adolescents, levels of spiritual support were higher for African Americans than Caucasians; additionally, peer support was positively related to well-being only for African Americans whereas partner support was positively related to well-being only for Caucasians. Among college freshmen, family support was more strongly related to institutional and goal commitment for African Americans than Caucasians; conversely, peer support was more strongly related to institutional and goal commitment among Caucasians. Among 15 to 29-year-olds, levels of parental support and spiritual support were higher among African Americans than Caucasians; additionally, spiritual support was positively related to self-esteem for African Americans but not for Caucasians. Implications and limitations of the research are discussed.

Using mothers versus trained observers in assessing children's secure base behavior: theoretical and methodological considerations.

The Attachment Q-Set (AQS) has emerged as a psychometrically sound method for assessing young children's secure base behavior in the home. However, considerable disagreement exists about whether mothers versus trained observers should be used as AQS sorters. The present study examined associations between mothers' and trained observers' AQS sorts for preschoolers, and assessed mother-observer concordance in relation to observers' confidence about how representative the behavioral samples they witnessed were of the domain of AQS items. Mothers with careful training and supervision on the AQS system completed AQS sorts with regard to their children's current behavior, and the same children were assessed with the AQS during a 2-3 hour visit 1-2 weeks later by trained, "blind" observers. Trained observers provided a confidence rating regarding the degree to which the samples of behavior observed were representative of the universe of AQS items. Mothers' and observers' sorts were significantly intercorrelated; however, observer sorts converged with mother sorts as observers' confidence ratings increased. Results are discussed in relation to circumstances that affect mother-observer reliability with the AQS and to factors that should be weighed when considering whether to use mothers versus trained observers as sorters.

And baby makes four: predictors of attachment security among preschool-age firstborns during the transition to siblinghood.

The present study examined preschool-age firstborns' adjustment to siblinghood, as indexed by security of firstborn-mother attachment, in a sample of 194 2-Parent families. Security of firstborn attachment decreased significantly after a secondborn's birth, but the size of the decrease was smaller among firstborns under 24 months relative to 2-5-year-olds. Mothers' marital harmony and affective involvement with firstborns predicted firstborn security before and after the baby's birth, whereas mothers' psychiatric symptoms predicted firstborn security only after the birth. Post-hoc analyses of select subgroups revealed that mothers of firstborns with high security scores before the newborn's birth, regardless of whether scores remained high or dropped after the birth, showed higher levels of psychosocial and behavioral functioning than did mothers of firstborns with consistently low security scores at both time points. However, substantial drops in firstborn security after a secondborn's birth were associated with higher maternal psychiatric symptom scores both prior to and following the birth. Results suggest that quality of firstborn adjustment to siblinghood can be predicted from both structural and familial aspects of the firstborn environment.

Maternal working models of attachment, marital adjustment, and the parent-child relationship.

This study examined the connection between maternal working models, marital adjustment, and the parent-child relationship. Subjects were 45 mothers who were observed in problem-solving interactions with their 16-62-month-old children (M = 33 months). Mothers also completed the Attachment Q-set, the Adult Attachment Interview, and a marital adjustment scale. As predicted, maternal working models were related to the quality of mother-child interactions and child security, and there was a significant relation between marital adjustment and child security. Maternal working models and marital adjustment were also associated interactively with child behavior and child security. Among children of insecure mothers, child security scores were higher when mothers reported high (vs. low) marital adjustment. No relation between child security scores and mothers' marital adjustment was found among children of secure mothers. These results suggest that maternal working models influence parenting and child adjustment well beyond infancy, to which period the few existing studies of adult attachment have been restricted. The results also suggest that interactions between maternal working models and the marital adjustment on child behavior and attachment security need to be more closely examined.

Behavioral competence among mothers of infants in the first year: the mediational role of maternal self-efficacy.

This study tests the idea that mothers' self-efficacy beliefs mediate the effects on parenting behavior of variables such as depression, perceptions of infant temperamental difficulty, and social-marital supports. Subjects were 48 clinically depressed and 38 nondepressed mothers observed in interaction with their 3-13-month-old infants (M = 7.35 months). As predicted, maternal self-efficacy beliefs related significantly to maternal behavioral competence independent of the effects of other variables. When the effects of self-efficacy were controlled, parenting competence no longer related significantly to social-marital supports or maternal depression. In addition, maternal self-efficacy correlated significantly with perceptions of infant difficulty after controlling for family demographic variables. These results suggest that maternal self-efficacy mediates relations between maternal competence and other psychosocial variables and may play a crucial role in determining parenting behavior and infant psychosocial risk.

Security of attachment and infant-sibling relationships: a laboratory study.

The relation between infant-sibling affective involvement and the attachment security of each child to the mother was examined in the present laboratory investigation. In mothers' presence, securely attached infants were less likely to protest and aggress against mothers and older siblings when mothers played only with the older child. In mothers' absence, more secure older siblings were more likely to respond to infant distress with caregiving than were less secure older siblings. Although infant attachment behavior to older siblings was rare, it occurred only when the older sibling was more secure. Sibling dyads with a secure infant and a more secure older child appeared to be most likely to develop nonantagonistic relationships, whereas sibling dyads with an insecure infant and a less secure older child appeared least likely to do so. These findings were discussed in terms of the putative role of attachment security in shaping sibling bonds.

Minimizing adverse effects of low birthweight: four-year results of an early intervention program.

The outcome of an early intervention program for low-birthweight (LBW) infants was examined in this study. The intervention consisted of 11 sessions, beginning during the final week of hospitalization and extending into the home over a 3-month period. The program aimed to facilitate maternal adjustment to the care of a LBW infant, and, indirectly, to enhance the child's development. Neonates weighing less than 2,200 grams and under 37 weeks gestational age were randomly assigned to experimental or control conditions. A full-term, normal birthweight (NBW) group served as a second control. 6-month analyses of dyads who completed all assessments over a 4-year period (N's = 25 LBW experimental, 29 LBW control, and 28 NBW infant-mother dyads) showed that the experimental group mothers reported significantly greater self-confidence and satisfaction with mothering, as well as more favorable perception of infant temperament than LBW control group mothers. A progressive divergence between the LBW experimental and LBW control children on cognitive scores culminated in significant group differences on the McCarthy GCI at ages 36 and 48 months, when the LBW experimental group caught up to the NBW group. Possible explanations for the observed delay in the emergence of intervention effects on cognitive development and the mediating role of favorable mother-infant transactional patterns are discussed in light of recent evidence from the literature.

PIP: The outcome of an early intervention program for low-birthweight (LBW) infants was examined in this study. The intervention consisted of 11 sessions, beginning during the final week of hospitalization and extending into the home over a 3-month period. The program aimed to facilitate maternal adjustment to the care of a LBW infant, and indirectly, to enhance the child's development. Neonates weighing less than 2,200 grams and under 37 weeks gestational age were randomly assigned to experimental or control analysis of dyads who completed all assessments over a 4-year period (N's = 25 LBW experimental, 29 LBW control, and 28 NBW infant-mother dyads) showed that the experimental group mothers reported significantly greater self-confidence and satisfaction with mothering, as well as more favorable perception of infant temperament than LBW control group mothers. A progressive divergence between the LBW experimental and LBW control children on cognitive scores culminated in significant group differences on the McCarthy GCI at ages 36 and 48 months, when the LBW experimental group caught up to the NBW group. Possible explanations for the observed delay in the emergence of intervention effects on cognitive development and the mediating role of favorable mother-infant transactional patterns are discussed in light of recent evidence from the literature. These findings support a transactional model for facilitating mother-infant interactions. A logical next step would be to replicate the intervention program on a different sample of infants considered to be at biological risk. The studies were conducted at Medical Center Hospital in Vermont.