Nursing Interventions to Support Initiation and Continuation of Breastfeeding for Low-Income Mothers within a Community Setting

The purpose of this paper is to determine factors related to socioeconomic status that affect a mother’s ability to breastfeed and the role that nurses play in breastfeeding promotion within a community setting. Research is conducted through a review of the literature and interviews with licensed lactation consultants and Women, Infants, and Children (WIC) employees in order to determine various nursing interventions that are most effective in promoting breastfeeding of the specified population. Contributing factors that enhance breastfeeding rates will be included in the review of literature and discussion of findings. Current statistics suggest that there is a disparity in breastfeeding rates between the general population and those women enrolled in supplemental feeding programs such as Women, Infants, and Children (WIC). Per WIC, in 2015 only 30.9% of WIC infants were exclusively breastfed nationally and only 12.9% of those infants were exclusively breastfed until 6 months of age. This paper will examine the various influences that affect breastfeeding rates and how nurses can be utilized in community settings to support mothers of low socioeconomic status.B.S. (Bachelor of Science

Future Parents: Associations between social media use, parenting styles, and parenthood desires

Research suggests that college students without children have opinions about parenting styles and practices, which may influence future parenting intentions and behaviors. In addition, research indicates that media exposure affects fertility desires in women. The present study explored how pre-parent college students view parenthood by examining the impact of social media use on perceptions of parenting, parenthood intentions, and anticipated parenting styles. One hundred nineteen (N = 119) college students completed measures that assessed social media use, perceptions of parenting, parenthood intentions, and anticipated parenting styles. Demographic variables such as parental status, race, age, and gender were also collected. Four hypotheses were evaluated. First, it was hypothesized that higher rates of social media use would be associated with more negative perceptions of parenting. Second, it was hypothesized that higher rates of social media use would be associated with lesser parenthood intentions. Thirdly, it was hypothesized that social media use would be shown to impact anticipated parenting styles. Lastly, it was hypothesized that perceptions of parenting and social media use will be associated with parenthood intentions. Multiple correlational analyses were used to examine the relationships between social media use, perceptions of parenting, parenthood intentions, and anticipated parenting styles. Data analysis did not support the first and third hypotheses. However, the second hypothesis was supported as higher rates of social media use were positively correlated with parenthood intentions, and the fourth hypothesis was partially supported. Additional analyses found significant positive and negative relationships between parenthood intentions and certain subscales of perception of parenting. Keywords: parenting, college students, parenthood intentions, social medi

The Effects of Inclusion Classrooms on Students with and Without Developmental Disabilities: Teachers’ Perspectives on the Social, Emotional, and Behavioral Development of All Students in Inclusion Classrooms

In education settings, inclusive or mainstream classes are resisted at the secondary level and there is little research about the possible positive aspects of including students with and without disabilities or an Individualized Education Plan in classes together. In order to better understand the potential benefits of mainstream classrooms, it is important to understand the perspectives of teachers who work within these high school settings. The purpose of this study was to tell the stories of teachers and describe the development that teachers see in inclusive classrooms. Interviews with four teachers revealed insights on mutual learning between the two groups of students, the challenges to making inclusion work effectively, and the social, emotional, and behavioral development that occurs for all students within an inclusive, mainstream classroom. The goal of this paper is to inform educators about the potential for growth among all students when students with disabilities are integrated at the high school level, as well as to raise awareness about the need for additional support for teachers within these settings