SWK 5015- u09a2- K. Murray

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Dec 6, 2023

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1 Teen Parenting Program Teen Parenting Program Kimberly R. Murray SWK5015: Advanced Statistics, Research, and Program Evaluation. u09a2: Findings, Results, Discussions, and Recommendations Capella University

2 Teen Parenting Program Descriptive Statistics Descriptive Statistics Sex Age Complete Valid 50 50 50 Missing 0 0 0 Mean 1.740 16.220 1.320 Std. Deviation 0.443 1.183 0.471 Minimum 1.000 14.000 1.000 Maximum 2.000 18.000 2.000 Descriptive Findings Based on Program Evaluation As described in the case study provided for this project, the agency provides an eight- week parenting class program for teen parents in an urban environment. The services that are provided are provided to teen parents with children of any age. Topics being addressed through parenting classes include child development, effective communication with children, stress management, and compassionate behavior management strategies. Services are initiated through referrals that come from local hospitals, schools, social service agencies, and the Department of Children and Family Services. Interventions will include a weekly parenting class that discuss topics of child development, effective communication with children, stress management, and compassionate behavior management strategies. The anticipated outcomes the agency hopes to achieve include increased knowledge about child development; increased sense of competence in parenting; decreased reported stress levels; and beliefs that are in line with compassionate behavior management strategies as opposed to the use of corporal punishment.

3 Teen Parenting Program As previously stated, the sample population in this case study are a group of fifty teen parents in an urban environment with children of any age. Referrals for these participants came from local schools, hospitals, social service agencies, and the Department of Children and Family Services. Based on the dataset provided, we see that the ages include parents from ages fourteen to eighteen, with a median age of sixteen. There is likely to be several different ethnicity groups represented among this group of teen parents. Also based on the dataset, we see that there were thirteen male participants and thirty-seven female participants. Thirty-four parents completed the program, and sixteen parents did not complete the program. Distribution Plots Sex Age

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4 Teen Parenting Program Complete Evaluating Significant Details & Findings of the Dataset

5 Teen Parenting Program The findings of the Paired Sample T-Test (shown below) based on the program evaluation show that two of the three outcome variables were significantly impacted. If a variable’s P-value is less than 0.05 (or 5 percent), we know that this indicates that the impact of the program was statistically significant because there would be a very small chance that the findings were due to a fluke or influenced by outside factors. If the P-value is higher than 0.05, we can assume that the statistical significance is low and could have been influenced by outside factors. Therefore, if P-value is less than 0.05, there is a higher level of confidence in the accuracy of the results; however, if the P-value is more than 0.05, there is a much lower level of confidence in the accuracy of the results. Based on the dataset, we see that child development knowledge and parent confidence both had P-values of less than 0.05. This indicates that these two variables were significantly impacted by participation in the program. Based on the P-value for parent stress levels at 0.188, this indicates that this variable was not significantly impacted by participation in the program. Overall, there is a higher level of confidence that the program had a significant impact on the parents’ increase in child development knowledge and the parents’ confidence in their parenting skills; however, there is significantly lower confidence that the program had a significant impact on the parents’ stress levels. Paired Samples T-Test

6 Teen Parenting Program Paired Samples T-Test Measure 1 Measure 2 t df p CDTPre - CDTPost -6.538 33 < .001 PCSPre - PCSPost -6.295 33 < .001 TPSSPre - TPSSPost 1.345 33 0.188 Note. Student's t-test. Implications of the Findings As discussed in the previous section, based on the Paired Samples T-Test, the results show that child development knowledge and parenting competence were both significantly impacted by participation in the program; however, the parenting stress levels were not significantly impacted by participation in the program. Based on this information, we can conclude that overall, the parenting program did have a positive impact on the teen parents in most outcome measurements. One implication based on these results that the program should consider is modifying the parent stress portion of the program. Though we don’t know exactly what was used for the purpose of the results provided, the measurement tool I suggested was Parental Stress Scale, which measures the parents’ feelings about their parenting roles, as well as the positive and

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7 Teen Parenting Program negative aspects of parenthood (Anna Freud, n.d.). The results show that there was not a statistically significant improvement in parenting stress, which indicates that adjustments in the program material might need to be made. This might include more focus on proper parenting roles and the negative and positive aspects of parenthood. Research Limitations One possible limitation to consider is the fact that this design is a one group design in which the teen parents will be measured against themselves. A control or comparison group was not included in this evaluation design. For future research, it might be more beneficial to include a comparison group in the research design. There was also no random sampling nor comparisons to other groups of individuals who are not receiving program services. This may cause limitations in the study with internal validity due to muddling variables that get involved. “Internal validity is a term we use to assess the ‘approximate certainty’ about inferences regarding cause– effect or causal relationships… internal validity is only relevant in studies that try to establish causal relationships… It’s not relevant in all the one-group designs except the last one— the one-group pretest– posttest design— as this design attempts to establish a relationship between the intervention and program objective…we should be able to conclude from our findings that the intervention is, or is not, the only cause of change in the dependent variable, outcome variable, or program objective,” (Grinnell, et al., 2016, p. 379). Another limitation to consider that may affect internal validity of this one-group design could be the history. “History refers to any outside event, either public or private, that may affect the program objective and that was not taken into account in our design… Many times it refers to events that occur between the first and second measurement of the program objective (the pretest and the posttest). If events occur that have the potential to alter the second measurement, there is

8 Teen Parenting Program no way of knowing how much (if any) of the observed change in the program’s objective is a function of the intervention and how much is attributable to these events,” (Grinnell, et al., 2016, p. 379). In this teen parenting group, this could include outside factors influencing results of the program, such as the family’s involvement with Child Protective Services, outside substance use, mental health issues, etc. These are all factors that could play a role in the parents’ ability to gain the most out of the program. It might be a good idea for future parenting programs to include some sort of engagement tool to assess these outside factors and any influence they have on parent participation and engagement in each session. Best Practice Recommendations One recommendation for best practice would be to provide incentives to parents who actively engage in the parenting classes. This would allow parents to have instant gratification through “rewards” for being involved, and it would help encourage participation which would likely result in statistically more significant outcome results from the program. With increased participation from the parents that attend the parenting classes would also increase the conversations and insight that parents can share within the group, which would expand learning. Daily incentives could be provided for showing up to the class, sharing thoughts and ideas, asking questions, etc. There could also be awards presented at the end of the class for overall achievements. Another recommendation I would have for best practice in the program would be to have a portion of the parenting classes involve a hand-on approach in which the children attend the parenting class with the parents. This could involve one or two sessions in which the parents do activities with their children while the instructors observe the parents’ interaction, behaviors, and parenting techniques with their children during the session. Following the session, the instructors

9 Teen Parenting Program can provide feedback based on the observations. This would also provide useful information on areas that the class should spend a little more time addressing if there are significant issues or concerns that stand out during these hands-on sessions. Consequences of teen parenting includes increased risks of child maltreatment and neglect, higher probability of foster care placements, higher rates of behavior problems, and developmental delays (McHugh, et al., 2017). Another consequence of teen pregnancy could be increased risk of health factors, such as new onset of overweight/obesity in females by the age of twenty-one and increased psychological factors can contribute to the development of obesity (Charlton, et al., 2015). These are a few examples why it is important to address teen parenting and apply best practices when working with teen parents who need additional help with parenting skills.

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10 Teen Parenting Program References Anna Freud National Centre for Children and Families. (n.d.). Parental stress scale (PSS) . CORC Child Outcomes Research Consortium. Retrieved February 11, 2023, from https://www.corc.uk.net/outcome-experience-measures/parental-stress-scale-pss/ Charlton, B. M., ScD, Rosario, M., PhD, Roberts, A. L., PhD, Katz-Wise, S. L., PhD, Spiegelman, D., ScD, & Austin, S. B., ScD. (2015). 117. teen pregnancy risk factors among girls and young women of diverse sexual orientations. Journal of Adolescent Health, 56(2), S61-S62. https://doi.org/10.1016/j.jadohealth.2014.10.122 Grinnell, R. M., Jr., Gabor, P. A., & Unrau, Y. A. (2016). Program evaluation for social workers: Foundations of evidence-based programs (7th ed.). Oxford University Press. McHugh, M. T., Kvernland, A., & Palusci, V. J. (2017). An Adolescent Parents’ Programme to Reduce Child Abuse. Child Abuse Review, 26(3), 184–195. https://doi.org/10.1002/car.2426

SWK 5015- u09a2- K. Murray

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