1.Research-based information on appropriate program content, program models and teaching strategies for parent educators working with adolescent parents
2.Information on existing Extension and non-Extension programs for adolescent parents
3.Training information for educators who are working with adolescent parents
The following material on program content, programming strategies, teaching strategies, marketing and evaluation represent the current position of the subcommittee members. Additional information, resources and programs will be made available as the group continues to develop its plans.
Program Content - based on concepts of the National Extension Parent Education Model (NEPEM)
Parenting while one is an adolescent is particularly challenging. Hruska and Abell (1997) suggest that there is a mismatch between the roles and requirements of effective parenting and the tasks demanded of developing adolescents. On the one hand, adolescents are trying to develop their own unique self-identity, attempting to establish their independence, and coping with egocentrism and the transition from concrete to formal operational thought. On the other hand, effective parenting requires commitment to being a parent, securing support from other individuals in providing assistance with care for one's child, feeling empathy with one's child and being able to plan and solve problems.
There is much evidence that suggests that teen parents' skills in parenting may be inadequate - due to a variety of reasons. There is also evidence that supports teens' ability to become good parents if they get the support they need through methods that recognize the needs and learning styles of adolescents. Adolescents will need to learn a great deal about young children and at the same time get the assistance they need in mastering developmental tasks. Effective parenting skills may enhance the adolescent parent's sense of self and desire to complete his/her education. This may help set the stage for a more stable family life in the future.
With the above thoughts in mind, parent education programs for adolescents should be ecological or multidimensional in their approach. By simultaneously addressing the individual developmental needs of young parents and fostering the knowledge and skills associated with parenting, Extension will help to reduce adolescent parents' vulnerability to the enormous challenges they face as parents, students, and employees in the current climate of reform.
The content of Extension programs, then, would address the following broad areas:
Caring For Myself - could include stress management, family resource management, securing support from others (family, friends and community), personal identity development, recognition of personal and parenting strengths, building healthy relationships, communication skills, and decision-making skills.
Nurturing Children - could include expressing affection and compassion to one's child; providing for the basic physical needs of children (shelter, nutrition, health, safety, and clothing); sharing family history and cultural heritage with one's children; fostering children's hope and self-respect; healthy communication skills with children; celebrating life with one's children; acting with and teaching kindness to children.
Understanding Child Development - could include normal child development, awareness of child uniqueness, temperament and individuality, acceptance of one's child, developmentally appropriate practices with children, recognition of basic needs of children, appropriate expectations of children.
Child Guidance - could include monitoring one's children, providing appropriate contact with adults and other children, creating opportunities for children to learn responsibility, setting and maintaining reasonable limits with children, modeling desired behaviors for children, teaching children to solve problems, dealing with misbehavior, prevention as a discipline strategy, setting up reasonable consequences, differences between cruelty and consequences, options in child guidance.
Motivating Children - could include fostering a desire to learn in children, creating a learning environment in the home, preparing children for school, children's first and most important teacher - the parent, helping children acquire knowledge and skill through play, language rich family activities, ways parents can support children's learning experiences.
Advocacy For My Child - could include finding all supportive resources for one's child if eligible, building positive relationships that benefit one's child, and working with the child's school, center or care provider.
In addition, the adolescent parent education program could ideally offer a section on Your Future. This would include potential learning activities focused on assisting the adolescent to look to the future for his/her self and the child through visioning, decision-making skills, problem-solving methods, personal values identification, collaboration skills and positive self development.
References
Hruska, J.L. & Abell, E. (1997). Working With Adolescent Parents: A Developmental Approach to Parent Education. Unpublished manuscript, Auburn University, Alabama.
Smith, C.A., Cudaback, D., Goddard, H.W., & Myers-Walls, J.A. (1994). National Extension Parent Education Model. Manhattan, Kansas: Kansas Cooperative Extension Service.