Association of teen mothers’ and grandmothers’ parenting capacities with child development: A study protocol

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Excerpt

Teen birthrates in the United States have declined over the last 20 years to historic lows, but disproportionately higher rates persist among Blacks and Latinos (National Campaign to Prevent Teen and Unplanned Pregnancy, 2016). The negative sequelae of this phenomenon can be substantial. Teen mothers in general are less interactive, less positive in their parenting style, and have more difficulties with problem solving and harsher parenting behavior (Beers & Hollo, 2009; Lee & Guterman, 2010). Children born to teen mothers are at heightened risk for developmental delays, deficits in cognitive and social development, and behavioral problems (Mollborn & Dennis, 2012; Pinzon, Jones, & Committee on Adolescence & Committee on Early Childhood, 2012; Ruedingera & Cox, 2012).
While several parenting program models exist for teen mothers (Olds et al., 2007), few have been rigorously evaluated or shown to be effective for improving outcomes among teen parents and their children (Lachance, Burrus, & Scott, 2012). To better understand aspects of teen parenting that most need to be targeted to improve parenting quality and child outcomes in this high‐risk population, the purpose of this ongoing study is to better understand the association of the attachment and executive function capacities of teen mothers and their mothers (grandmothers of the child) or grandmothers (great‐grandmothers of the child) with the development of their young children.
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