The effect of resource adequacy on depression among adolescent mothers in urban and non-urban environments

In recent decades, scholars and politicians have debated the socioeconomic effects of adolescent pregnancy for individuals, families, and society. Pregnant and parenting adolescents often must cope with a lack of resources as they struggle to negotiate the tasks of motherhood and adolescence. Previous research has determined that young mothers have an increased rate of depression when compared to older mothers (Sarri & Phillips, 2004).;In this study, self-perceived resource adequacy, income, and education at approximately six months after birth were investigated as predictors of depression at approximately 14 and 36 months after birth in adolescent mothers (N = 523). It was hypothesized that increased self-perceived resources will be related to lower levels of depression while controlling for education and income, and education and income will be related to lower levels of depression while controlling for self-perceived resources. Environment (urban vs. non-urban) will also be used as a second-level predictor in a multilevel model.;Education was a significant predictor of depression in the expected direction at 14 (but not 36 months) while controlling for age and income. However, when self-perceived resources were added to the model, self-perceived resources were significant, whereas education was not. In general, self-perceived resources accounted for a statistically significant amount of variance in depression at 14 and 36 months while controlling for other factors, as adolescent mothers with greater self-perceived resources were less likely to be depressed. Urban vs. non-urban environmental setting did not significantly predict depression.;Future researchers would be wise to focus on a young woman\u27s view of her situation, as it appears that self-perceived resources play a role the prediction of depressive symptoms. It would be useful to tease apart the causal relationship between self-perceived resources and depression by assessing both among adolescent mothers at several points in time. If a young women\u27s perceptions of her strengths impacts her level of depression at a later point, social workers and nurses would be helping to prevent depression by guiding clients to emphasize the positive aspects of their motherhood

Project body image

I have chosen to develop an intervention intended to improve body image in middle/junior high school girls. This project has been conducted in four parts: 1) literature review, 2) initial screening, 3) college interviews, and 4) middle school group interview. My goal in interviewing college women was to compare the ideas and experiences of those with positive and negative body images and incorporate these findings into my intervention. My motivation for interviewing middle school girls was to explore more fully their culture, in particular the media images that are most influential in their lives. I will detail each of these stages separately before revealing my own suggestions for the curriculum. After discussing my ideas for an intervention, I will outline several additional programs to improve body image in girls and women that reach beyond the scope of an intervention. Though not addressed directly in this project, body image and eating disorders also affect men , particularly gays males and athletes. My reason for limiting this research and curriculum to young women is that there is little research available on men with these types of problems and, from what is known, the motivations for dieting may vary between women and men, particularly male athletes. Also, women are often more directly affected by the media, which plays a key role in the intervention I have designed. My project may focus solely on females, but it is not my intent to imply that these problems do not exist in males. It is simply the case that designing an intervention for both genders or two separate interventions is beyond the scope of this project

Empathy, Education, & Empowerment: Reflections on the World of Dementia

At UNI\u27s Dementia Simulation House, we offer the opportunity for participants to experience what life may be like for someone living with dementia in a home setting. About 80% of individuals living with dementia live at home in the community, and we aim to show participants what it might be like for these individuals to complete chores and activities of daily living. An individual puts on gear to experience dementia. There is a debriefing that involves writing a reaction word. We sorted the reaction words and calculated percentages on the commonality of phrases or words to examine the reactions of participants at the Dementia Simulation House. Common reaction words included anxious, difficult, humbling, trapped, and inadequate. These reactions give us insight into how participants respond to their experience and how it differs from their expectations

Empathy, Education, & Empowerment: Reflections on the World of Dementia

At the Dementia Simulation House, we offer the opportunity for participants to experience what life may be like for someone living with dementia in a home setting. About 80% of individuals living with dementia live at home in the community, and we aim to show participants what it might be like for these individuals to complete chores and activities of daily living. During the simulation, we put gear on an individual to simulate dementia. Then participants go through a debriefing which involves writing a reaction word. We sorted the reaction words and calculated percentages on the popularity/common phrases or words to examine the reactions of participants at the Dementia Simulation House. Common reaction words included anxious, difficult, humbling, trapped, and inadequate. These reactions give us insight into how participants respond to their experience and how it differs from their expectations

Predicting School Readiness for Low-Income Children with Disability Risks Identified Early

This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part of the Early Head Start Research and Evaluation Longitudinal Follow-up study. Children who had suspected developmental delays and did not receive Part C services had lower preacademic skill scores at kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills at age 5 of children who received Part C services did not differ from those who had no disability indicators. A large proportion of children who had suspected developmental delays and did not receive Part C services by age 3 received Part B services later. Results highlight the importance of early intervention for low-income children who have suspected developmental delays to enhance their school readiness skills

Predicting School Readiness for Low-Income Children With Disability Risks Identified Early.

This is the publisher's version, also found here: http://cec.metapress.com/content/v63130ux17623148/?p=2ad55b44ec3e4a3d8e66dcb0b3680616&pi=3This study examined school readiness at kindergarten entry for low-income children whose disability indicators were identified before age 3. Data were collected as part ofthe Early Head Start Research and Evaluation Longitudinal Follow-Up study. Children who had suspected developmental delays and did not receive Part C services had lower preacademic skill scores at kindergarten entry than those who had no disability indicators. In contrast, the preacademic skills at age 5 of children who received Part C services did not differ from those who had no disability indicators. A large proportion of children who had suspected developmental delays and did not receive Part C services by age 3 received Part B services later. Results highlight the importance of early intervention for low-income children who have suspected developmental delays to enhance their school readiness skills

Am I Thin Enough? Eating and Weight-Related Behaviors and Attitudes in a Female College Publication

These two related studies examined the eating habits, weight-related behaviors, and body image issues of college women. In Study 1, college women (!1, = 95) completed measures of demographics, body dissatisfaction, drive for thinness, weight attitudes, and media exposure. From this sample, 41 women were selected for a follow-up interview for Study 2. This research was used in developing a curriculum to prevent eating disorders and increase positive body image in junior high/middle school girls

Correlates of Egalitarian Relationship Attitudes

Societal changes toward more equality between men and women have impacted romantic relationships. People are reexamining gender roles in heterosexual romantic relationships. Should the man pay on a first date? Should women be responsible for childcare despite their increased career demands? This study explores attitudes toward gender roles within heterosexual romantic relationships. We hypothesized that participants with more egalitarian relationship attitudes would have higher self-esteem, higher self-concept clarity, and more permissive attitudes toward premarital sexual intercourse. In general, persons with more egalitarian attitudes did not have higher self-esteem or self-concept clarity than persons with traditional attitudes, but female egalitarian participants were more sexually permissive. In addition, men and women with more egalitarian relationship attitudes were less religious and had less restrictive sociosexual orientations

Correlates of Egalitarian Relationship Attitudes

Societal changes toward more equality between men and women have impacted romantic relationships. People are reexamining gender roles in heterosexual romantic relationships. Should the man pay on a first date? Should women be responsible for childcare despite their increased career demands? This study explores attitudes toward gender roles within heterosexual romantic relationships. We hypothesized that participants with more egalitarian relationship attitudes would have higher self-esteem, higher self-concept clarity, and more permissive attitudes toward premarital sexual intercourse. In general, persons with more egalitarian attitudes did not have higher self-esteem or self-concept clarity than persons with traditional attitudes, but female egalitarian participants were more sexually permissive. In addition, men and women with more egalitarian relationship attitudes were less religious and had less restrictive sociosexual orientations