This paper presents a research study that examined a group intervention program for Mexican American teenage mothers who were either currently pregnant or parenting; it discusses the research methodology, outcomes, and policy implications.
The authors evaluated a cognitive-behavioral, school-based group intervention for Mexican American pregnant and parenting adolescent girls, using a randomized experimental design, pre-test, post-test, and 30-day follow-up. Measurements were completed for 85 participants who were randomly assigned to treatment or control groups. Standardized measures used included a subscale from the Social Problem-Solving Inventory-Revised, Short Form and subscales of the Adolescent Coping Orientation for Problem Experiences. Data from school records also measured the students' grades and school attendance. At post-test, the young women who participated in the group intervention had statistically significantly better scores on all outcome measures. The differences between the two groups were maintained at the 30-day follow-up. The authors conclude that the cognitive-behavioral group intervention shows promise as an effective method for helping Mexican American pregnant and parenting adolescent mothers work toward high school graduation. Publisher Abstract Provided
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