Assignment Overview
Now that you have completed the literature review and have a solid theoretical grounding for your problem statement, you will be determining the methodology for your program evaluation. The purpose of this assignment is for you to learn how to use scientific methods to conduct a program evaluation using an appropriate methodology based on the provided case study and data.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

Competency 4: Engage in practice-informed research and research-informed practice.

C4.SP.A: Apply leadership skills, decision making, and the use of technology to inform evidence-based research practice to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.

Related Assignment Criteria: 

4: Describe the sample and the sampling method or methods.
5: Identify how data will be collected and the process for data collection.
7: Develop an informed consent form that is appropriate to the case study.

C4.SP.B: Apply leadership skills, decision making, and the use of technology to inform program evaluation to develop, implement, evaluate, and communicate interventions across the specialization of advanced generalist practice settings.

Related Assignment Criteria: 

1: Describe the program or service.
2: Develop a guiding research question or hypothesis for the chosen program evaluation methods.
3: Analyze different methods of program evaluation types and methodology to select the best method for the specific case study.
6: Discuss ethical issues pertaining to the selected method of program evaluation.

Assignment Description
In this assignment, you will describe how to evaluate the program you identified in Unit 3. You will also determine the methodology for this program evaluation and indicate other details such as associated research questions, definitions of variables, sampling and data collection procedures, applicable instruments, and discussion of ethical issues pertaining to human subjects.
Assignment Instructions
Using the program you identified in the Unit 3 assignment, Research Literature Review, design a program evaluation plan. Use the following outline:

Introduction: State the topics that will be covered in this section.
Organization description: Describe the program or service (program focus, resources, population, clients served, and the theory of change). Include a description of the stakeholders and evaluation purpose.
Research questions and hypotheses: Revisit research questions and hypotheses established in the Unit 3 assignment, Research Literature Review.
Definition of variables and terms in the study: Define your major variables in a clear and concise manner, and distinguish between independent and dependent variables. Every variable that is identified in the research questions should be defined clearly in this section in terms of what it is and how it will be measured.
Description of the methodology (study design). 

Explain whether your study is qualitative, quantitative, or both and whether it is cross-sectional (single point in time) or longitudinal (more than one measure from the same people).
Explain how you are going to determine the efficacy of your program (for example, pre-tests and post-tests, comparison to a similar group of people not receiving program services).
Explain if you are comparing the group getting the intervention to any other group on the outcomes of interest (a control or comparison group).
Explain if you are using more than one source of data to triangulate measures of your outcome of interest (for example, rates of participation, qualitative interviews, and a satisfaction survey).
Explain why this method of program evaluation and methodology is best practice (as compared to other possible models).

Sampling procedures.
Distinguish between the population and your sample.
Provide some basic demographic information that you would anticipate.
State how many people are taking part in the study and how you will go about sampling them.
Explain how the control/comparison group will be selected or how people are assigned to that group, if you are using a control/comparison group.
Instrumentation: Do you plan to use a standardized instrument or will you design your own? Why? Every variable that is addressed in your research questions and operational definitions should also be addressed in this section. Describe the validity and reliability of your instruments. Note that you must include at least one quantitative measure. Include your instruments, including any qualitative interview protocols, in an appendix.
Data collection and procedures: Describe exactly what you plan to do and when. Explain how and when you will collect each measure, and how and when you will begin the intervention and for how long
Human protection: Discuss ethical issues pertaining to the method of program evaluation you selected. Discuss how you will address and minimize these issues. Include a sample informed consent (and minor assent, if necessary) as an appendix.
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Teen Parenting Literature Review
Vashti Noel
Professor Thomas McLaughlin
SWK 5015
Date: July 31st, 2022
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Problem statement
There is an increase in the prevalence of teen pregnancies, especially in low- and middle-income
countries. This is a global concern, as the risks associated with teen pregnancies and parenting are
enormous. There is a need to intensify interventions that include teen parenting programs,
enhancing availability and the delivery of contraception and health education to help young girls
from teenage pregnancies.
Research questions
What are the problems associated with teen parenting?
What is the prevalence of teen parenting?
What are the risks associated with teen pregnancy?
What is the impact of teen pregnancies on the community?
What are the interventions for the prevention of teen pregnancies and parenting?
Introduction
There are numerous challenges associated with teen parenting. This includes balancing
school, work and home and being a parent. According to Egan et al. (2020), teen parents are at risk
of mental health issues, childcare concerns, dropping out of school, employment, and poverty.
Supporting teen parenting through the necessary programs is crucial as it ensures that they receive
adequate emotional, medical, social and academic support, which is essential for both the parent
and the baby’s future. Egan et al. (2020) state that there are unique health risks associated with teen
parenthood, including high blood pressure, birth complications that include premature birth, low
birth weight and infant death, anaemia, and poor weight gain. The children of the teen parents also
experience neglect, learning difficulties, health conditions and abuse. There are numerous causes
of teen parenting, including drug and alcohol use, lack of goals for the future, ambivalence about
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having a child, victims of sexual violence and having sex at a young age. Numerous interventions
can be developed to prevent teen parenting, including community programs to improve social
development, contraceptive counselling and delivery, and sexual behavior education (Egan et al.,
2020). This paper discusses teen parenting, the nature of the problems, the causes, interventions
and a summary of the findings.
Nature of the Problem
According to Lorence et al. (2019), about sixteen million teen girls give birth who are
between the ages of 15-19 years in the world today. This number contributes to a rate of 11% of
the number of births occurring worldwide each year. Although fertility rates are falling worldwide,
this seems not to affect teens. Those below the age of fifteen contribute to two million teen
pregnancies yearly. High numbers, about 90% of teenage pregnancies come from middle and lowincome countries. Teen parenting is a problem that affects children, families and communities.
Raising a healthy and happy child is a challenge for even prepared parents. This challenge can be
overcome by quality education, a good job, mental and emotional stability and a safe home.
Lorence et al. (2019) state that teen who becomes pregnant have a shortage of skills and other
resources, which are crucial in the parenting process. This is evident as research shows that
children born to teenagers are less likely to reach their full potential. The effects of teen parenting
are devastating to the parent, baby and even the community.
The impact of teen parenting is early childhood development; it hinders social and
emotional wellbeing. They also have difficulties acquiring cognitive, language skills, and other
skills such as self-confidence and self-control (Lorence et al., 2019). Adolescent mothers are less
likely to engage in emotionally supportive and responsive parenting; therefore, they tend to have
less knowledge about the child’s development and effective parenting. They misjudge their infant’s
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ability to adapt and learn. Throughout an individual life, they acquire problem-solving skills that
enable them to navigate the challenges as an adult, helping them make better choices, think about
important decisions, and use effective coping strategies, leading to effective parenting. This is not
the case for teen mothers as they lack the experience. Lorence et al. (2019) state that teen
pregnancies and parenting affect the teen involved and the community at large. It weakens the
community’s economic conditions. It negatively affects high school graduation and increases
unemployment. When a teen lacks a high school diploma, the chances of securing quality
employment are difficult, lowering their earning potential. A less skilled population affects the
economy negatively and makes it difficult for communities to break the cycles of poverty.
Causes of the Problem
Lack of loving parental or guardian monitoring is one of the leading reasons for adolescent
pregnancy. Odhiambo et al. (2018) state that parents are either too occupied or lenient in today’s
culture. Aside from providing for the female child’s fundamental necessities, parents are not
concerned about her emotional stability. Teenagers, particularly females, experience complex
events and changes that need parental guidance to comprehend and embrace (Odhiambo et al.,
2018). If they lack this caring supervision from their parents, they seek advice from partners who
appear to provide the care and attention that result in pregnancy.
Peer pressure is a crucial contributor to adolescent pregnancy as adolescents mature, the
urge to conform to specific peer groups increases. Peers may then pressure the girl to engage in
sexual activity for her to join in with the group. Contemporary culture permits adolescents to spend
a great deal of time with the opposite gender on their own, resulting in cases of teenage pregnancy
(Odhiambo et al., 2018). Teens’ exposure to alcohol and drugs causes them to lose control of their
libido while intoxicated, resulting in pregnancy. Sexual abuse, on the other side, happens when
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females engage in sexual activity without comprehending its sexual consequences (Odhiambo et
al., 2018). Therefore, girls need to understand sexuality and sex-related concerns and their
probable consequences.
Interventions for Teen Parenting
Given the obstacles faced by adolescent parents and their children, it is essential to
implement programs that promote teen parents’ independence. Teenage parents are determined to
overcome the barriers and provide for their children. To assist adolescent parents with their many
connected issues, U.S. For instance, the Department of Health and Human Services offers funding
to states and tribes for developing and implementing programs to enhance outcomes for pregnant
and parenting adolescents (Harding et al., 2020). This literature review aims to provide
practitioners, researchers, and policymakers with evidence regarding interventions that support the
educational progression and healthy birth spacing of adolescent parents to aid them in their efforts
to help pregnant and parenting teens.
In their systematic review, Harding et al. (2020) present no unified strategy for encouraging
adolescent education and appropriate birth spacing, as seen by the variety of features exhibited by
programs designed to assist pregnant and parenting adolescents. According to Harding et al.
(2020), Teen Options to Prevent Pregnancy, for instance, offered telephone-based motivational
interviewing to promote healthy birth spacing. A systematic review by Bang et al. (2022) supports
that centring Pregnancy Plus offered group-based prenatal care and teaching on healthy birth
spacing. Many effective programs included a variety of primary intervention tactics, including
house visits. Bang et al. (2022) further add that it has been demonstrated that home visiting
programs enhance other parent and child outcomes; thus, they may be a successful intervention
option for supporting adolescent parents. Even among initiatives that used similar tactics,
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objectives varied. Harding et al. (2020) add that some successful programs focused on enhancing
parent and child experiences broadly, while those that decreased fast repeat births tended to
emphasize this as their primary goal. Generally, successful programs give focused one-on-one
assistance. Bang et al. (2022) support that further studies are required to determine how to program
characteristics and execution contribute to program efficacy.
Harding et al. (2020) state that group-based programs for teenage moms report more good
maternal outcomes than one-to-one programs. They may boost an adolescent parent’s likelihood of
forming a supportive bond with a peer. Wulandari and Afiatin’s (2020) research unveils that
acceptance and assistance from other enrollees and facilitators tend to correlate with teen parenting
program effectiveness. However, group-based programs may restrict the participation of teenagers,
particularly those with poor self-esteem (Wulandari & Afiatin, 2020). These teenagers may need
further assistance via one-on-one conversations and visits. Wulandari and Afiatin (2020) are of the
opinion that, typically, mothers show distinct preferences for a particular strategy, indicating that a
one-size-fits-all approach may not be the most beneficial. Due to diverse learning styles and
circumstances, a teen’s preference for a program is likely to be highly individual. According to
Wulandari and Afiatin (2020), if an individual adolescent is not prospering in a group-based
method, it may be good to discuss the youngster’s preferred strategy.
The review adopts Bronfenbrenner’s Ecology Theory as its underlying framework (1979).
Hamzah et al. (2017) share that the idea fully describes the link between individual development
and the environment. Hamzah et al. (2017) further state that only the term mesosystem is
associated with this research. A mesosystem is a life cycle in which one living item is intimately
coupled with another. The theory demonstrates the potential for parenting styles to influence
adolescents’ self-esteem and resiliency. Existing research about the optimal dose and intensity of
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teenage parenting programs is scant. However, evidence by Rostiawan et al. (2020) suggests that
more is better in the case of adolescent parenting programs. Bang et al. (2022) add that most
adolescent parenting programs with favorable results are offered for at least four to twelve months.
Longer-term treatments can foster strong connections between individuals and staff, which
may provide adolescent parents additional and support (Bang et al., 2022). In addition, Bang et al.
(2022) found that the length of a program is often proportional to the complexity of the program’s
objectives. For example, Bang et al. (2022) state that a program to prevent child abuse and neglect
conveys more knowledge and skills than one to educate parents on how to install a car seat
correctly. On the other hand, Rostiawan et al. (2022) believe that while lengthier programs are
associated with better program results, providers are likely better off focusing their efforts on
combining approaches and activities that have been proved to favorably influence parents’ behavior
rather than calculating the number of sessions required for success.
Summary
Little research has investigated teenage girls’ and mothers’ knowledge and attitudes about
early pregnancy. Therefore, it appears essential to undertake similar research in the developing
countries’ cultural settings on teenage femalesosed to this social phenomenon. According to
Harding et al. (2020), most programs need time to design and must be continuously updated and
modified for optimal performance. The study is therefore essential for practitioners seeking to
enhance their program via feedback may compare it to the outlined principles in this evaluation.
The study may also help practitioners review assessment instrument outcomes and link regions
with low scores with extra components of successful family programs. The study shows that steps
based on evidence may be implemented once missing or ineffective program components have
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been discovered. This study indicates that a program with similar outcomes may need a complete
inclusion of individuals from parents’ informal social networks.
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References
Bang, K. S., Kim, S., Lee, G., Jeong, Y., Shin, D. A., & Kim, M. (2022). Intervention Studies on
the Enhancement of Self-Concept Among Adolescent Mothers: A Systematic
Review. Journal of Psychosocial Nursing and Mental Health Services, 60(3), 31-39.
Egan, J., Bhuiya, N., Gil-Sanchez, L., Campbell, S., & Clark, J. (2020). Engaging expectant and
parenting adolescents: Lessons from the Massachusetts pregnant and parenting teen
initiative. Maternal and Child Health Journal, 24(S2), 191199. https://doi.org/10.1007/s10995-020-02880-z
Hamzah, H. H., Ahmad, R., & Khan, A. (2017). The Relationship between Parenting Styles with
Self-Esteem and Teenage Resilience from a Single Mother Family.
Harding, J. F., Knab, J., Zief, S., Kelly, K., & McCallum, D. (2020). A systematic review of
programs to promote aspects of teen parents’ self-sufficiency: Supporting educational
outcomes and healthy birth spacing. Maternal and Child Health Journal, 24(2), 84-104.
Lorence, B., Hidalgo, V., Pérez-Padilla, J., & Menéndez, S. (2019). The role of parenting styles
on behavior problem profiles of adolescents. International Journal of Environmental
Research and Public Health, 16(15), 2767. https://doi.org/10.3390/ijerph16152767
Odhiambo, J. N. (2018). Exploring the Causes and Psychological Consequences of Teen
Pregnancy. In Abstract Proceedings International Scholars Conference (Vol. 6, No. 1, pp.
235-235).
Rostiawan, F., Yusuf, S., & Dahlan, T. H. (2020). Positive Parenting Program to Increase Parental
Monitoring Toward Youth Sexual Behavior. In International Conference on Educational
Psychology and Pedagogy-” Diversity in Education”(ICEPP 2019) (pp. 73-75). Atlantis
Press.
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Wulandari, S., & Afiatin, T. (2020). Positive parenting program to improve mother efficacy in
parenting teenagers. Jurnal Psikologi, 47(1), 30-42.