Through effective, innovative programs, adolescent parents learn to set and achieve goals, cope with victory and defeat, communicate with others, and to make decisions and solve problems. Stimulating, interdisciplinary, research-based programs help adolescent parents put knowledge to work and build skills for a responsible, productive and fulfilling adulthood. Strategically planned and implemented educational programs promote healthy development and behavior and reduce future high-risk behaviors.
When planning programs for the adolescent parent, educators must listen to adolescent parents' ideas as well as actively involve them in planning programs and activities. Adolescents are more likely to respond with enthusiasm to programs that reflect their input. Also, social support is critical for adolescent parents. According to Luster and Mittlestaedt, (1993), social support is related to the quality of care teen mothers provide for their children and the most important support comes from family of origin rather than boyfriend or spouse (Smith, Cudaback, Goddard, & Myers-Walls, 1994)).
Adult Mentoring: Adolescents need a stable, supportive bond with a caring adult--not necessarily the parent--that can help prepare them for social roles, route them to resources, and encourage them to persist in education. Research has shown that individuals who cope effectively will usually have at least one significant, positive adult role model. A mentor is expected to provide sustained support, guidance and concrete help when the adolescent goes through difficult times, enters a new situation or takes on new tasks. Mentoring programs should connect to other resources in the community that would benefit adolescent parents including education, health and social services. Thus, organizing and supporting mentoring programs, including the recruitment and training of adults and peers as mentors, is an important component of adolescent parenting education.
Support Systems: Adult parents express that, today, parenting is especially challenging. As for the adolescent, parenting presents greater challenges and struggles. Adolescent parents thrive if responsible persons or groups step in to help them meet their developmental needs. Specially designed social supports offering family-like care, nurturing, practical services, and firm guidance are critical to steering the young person onto a constructive, life-affirming path. EFNEP programs, school and social service agencies, and youth organizations, such as 4-H and others, address the factors that predispose a young person to engage in risky behavior. Adolescent parenting educators must design and facilitate counseling/educational activities that strengthen parents, guardians, grandparents, caring adults and peers. Educators must also establish collaborations and support other youth-serving agencies, institutions and organizations in communities to effect the well being of adolescent parents and children.
Intergenerational Programs: The National Council on Aging defines intergenerational programs as activities that increase cooperation and exchange between any two age groups. Typically, the programs involve interaction between the young and the old in which there is a sharing of skills, knowledge and experiences. (Journal of Home Economics, 1992). Other programs offer educational, social and medical services for both mother(s) and baby(ies). The intergenerational approach can enrich educational programs by addressing developmental needs of the adolescent parent and child. Intergenerational programming can be of value in situations where the adolescent parent works, is unwilling (neglectful) or unable (depressed, abusive) to fulfill her/his responsibilities to her/his children. Thus, designing and implementing educational programs inclusive of the elderly, caring adults, grandparents, parents/guardians, teens and their child(ren) is recommended.
Peer Education: Well-developed programs led by trained and supervised peers can be an engaging, credible source of knowledge and advice for adolescent parents. One-on-one peer tutoring by an older, trained student is recognized as an effective teaching method. Also, young people cite friends and fun as reasons why they participate in programs. Preferred programs include both parent and child, develop the adolescent and build parenting skills. It is important to identify and involve teens in planning and implementing peer educational programs. Dads Make a Difference and Teens Getting Involved for the Future (T.G.I.F.) are two examples of successful adolescent parenting peer education projects. Programs that involve learning and fun, and are inclusive of teen adolescents' child(ren) are most beneficial.
Workforce Preparation: Workplace know-how is vital to the future well being of adolescent parents, especially those who live in low-income families. Workplace know-how, set forth in the Secretary's Commission on Achieving Necessary Skills (SCANS), is made up of five competencies (Resources, Interpersonal, Information, Systems, Technology) and a three-part foundation of skills (Basic Skills, Thinking Skills and Personal Qualities) that are needed for solid job performance. Implementing academic and career education programs such as Learn and Earn, Preparing Young People for Employable Futures and Kids in Biz may help to develop the economic security of adolescent parents.
Collaboration: A broad-based network of partners is essential to the development of adolescent parents who will be the parents, workers and citizens of tomorrow. One partner cannot do the job alone; it will take the entire village joining forces to release the combined potential of the partners and subsequently, the adolescent parents. Extension and its institutions of research can identify what works, strengthen professionals and volunteers, and develop and implement innovative programs responsive to the needs of adolescent parents. Engaging in a strategic planning process with partners to address the needs of adolescent parents is suggested. Recommended partnerships might include schools; health agencies; businesses; public and private funders; government; media; and national, and state and community organizations.
Proven Models: Use program models that cultivate resiliency and sustainability of families, especially adolescent parents. Effective models have standard evaluations for accountability. EFNEP is an example of a proven, successful model. Through a collaborative process, the Children, Youth and Families At-Risk Initiative realized several programs that helped at-risk families and youth lead positive, productive and contributing lives.
References
Journal of Home Economics, American Home Economics Association, Vol. 84, No. 2, Summer 1992, 17.
Matter of Time, Abridge Version, Carnegie Council on Adolescent Development, Carnegie Corporation of New York, July 1994, 21-27.
Great Transition, Abridged Version, Carnegie Council on Adolescent Development, Carnegie Corporation of New York, March 1996, 18-19.
Smith, C., Cudaback, D., Goddard, H.W,, & Myers-Walls, J., National Extension Parent Educational Model, Manhattan, Kansas: Kansas Cooperative Extension Service, May 1994.