Program for Pregnant Girls, Essay Example

Psychological Support Program for Young Pregnant Girls

Section 1: Finding Information

Pregnancy among young mothers, mostly in their teenage years, has become a prevalent issue among the young generation ever since the early 1990’s. The onset of liberation and the new age presentation of media with regards such matter has made it possible for sexual behavior to change, thus bringing birth to the rising cases of teen pregnancy. At first, it was assumed that it was the mere misunderstanding of youngsters about sex that has fueled the development of the problem; however, as it could be noted, the modern-age system of educating the young generation with regards sexual promiscuity and other facts about human sexuality was not able to contain the situation; instead has even made the problems balloon into more crucial points of teen pregnancy and young motherhood.

Among the problems that are considered essential to be given attention to at present is the rising number of mentally and emotionally desperate young mothers who cannot face the challenges of parenthood and are in dire need of assistance. What could be done for these young ones? A psychological intervention program designed to assist young mothers with their needs as budding parents would better provide them with the strength they need to face their current situation. A particular program that could help these teens face their new-found meaning in life is that of the Holistic Teen Motherhood Peer Assistance Program. This program addresses the need of the young parents to know that they are not alone, and that like them, others do falter in the process. Nevertheless, amidst possible mistakes taken into account along the way, it is the return of one to her feet and focus in rearing her child that matters.

The report on Banerjee’s (et al, 2009) regarding the growing number of young teens giving birth to their own children could help establish the background of the problem which specifically strengthens the function of the intervention suggested. Along with this, L’Engle’s (et al, 2006) shall help define the role of media on the development of the problem as further supported by the theories presented by Park’s (2008) research on media-influence to the sexual behavior of teens. Knowing what the causes of the problem is, it is also important to know what have already been done to avoid the emergence of such situations as noted in the study of Oringanje (et al, 2009) which addresses several programs that tend to prevent teenage pregnancy. The involvement of such issues in relation to the topic could actually define what has been done, what were accomplished and while they fail at some point to completely resolve the situation and thus give an answer to the question on whether or not particular interventions to the growth and development of young mothers would actually have an impact on the lives of the target individuals.

Meanwhile, the written works of Valk (2000) and Hauser (2008) could be used to define the path that teen pregnancy is taking. With this matter determined, getting into the minds of the young mothers and understanding the way they perceive their situation and how they see their future with their children becomes a more realistic and more manageable situation to take onto account. Fe Moncloa’s (et al, 2003) account on the different interventions applied to prevent teen pregnancy could also be used as a basis to define the interventions to be applied on supporting the young mothers during pregnancy stage and even after giving birth to their children. This could be supported by the information presented in Scholl’s (et al, 1994) presentation of data on the most crucial points of consideration when it comes to prenatal care and how such stage establishes the young mothers within a stronger ground that could help them embrace motherhood at a better stance.

Section 2: Evaluating Information

The information collected from eight primary sources shall be cross-referenced to other journals that discuss the importance of approaching the situation of young parents in a holistic manner. Holistic, meaning being focused not on being a mother alone, but helping the young girls realize of the new individual they are to become and how they could cope with it in a more successful and efficient manner. Young girls are expected to be depressed, disappointed and at some point doubtful about their capabilities of becoming good mothers to their children. With all these in concern, it is just right to take into account that assisting them to gain better understanding of the situation and stop hating themselves for what has happened or even blaming others at that, should involve a holistic approach. Helping them establish a more positive mindset about the situation and allowing them to make more mature decisions that would affect them and their babies shall set them into the right course of facing the challenges of parenthood even at a young age. The information to be gathered from the resources shall provide distinct guidance on how the mental, physical and emotional status of young mothers could be realigned to a more positive consideration allowing these young parents to face life in a more positive manner amidst all the mistakes that they may have incurred in the past.

Section 3: Evidence-based Practice

The first step in the holistic intervention process is (1) getting in contact with the individuals afflicted by the situation. This could be done through invitation and information distribution targeting young girls who are pregnant and are having some issues about their situation. The second step is (2) to get individual information from each respondent who wants to be assisted with their condition. The third step is (3) to address the needs of each individual as a person and to address their needs as a group. Since the aim of the program is to instill peer-to-peer assistance, each person is to be subjected under a particular peer-group which will serve as the source of their inspiration. Among the groups are old-time members who have already been helped by the program. They will stand as living proofs that the program works and that it could help those wanting assistance to actually survive the challenges of young motherhood. The last step (4) is self reflection, whereas the participants or the individuals involved in the program will be given the chance to look back and then look forward to make sure that they leave the program with a more determined perception about the positive options they have in becoming good and efficient parents to their children.

Section 4: Accountability

Six accountability areas:

• Acting upon the best interest of the target group

The Holistic Teen Motherhood Peer Assistance Program is dedicated towards providing what is best needed by young mothers. The need to suffice such demands for survival could help the young mothers see their situation at a much better light.

• Treat the target group with respect and compassion

It is the utmost concern that the intervention put high consideration on respecting the individuals to be involved in the program as it is a vital part of establishing their trust and compliance with what the program offers.

• Put the needs of the group as priority of the programs; giving them care and support as needed

Knowing what each individual needs and what the group needs as a whole shall provide program proctors the chance to expand the ways by which available resources and connections are used to respond to the needs of each individual subjected within the program.

• Promotion of independence and self-care

Young mothers ought to be able to stand alone. Their capacity to do so shall determine their capacity to develop as good and competent young parents; a value and characteristic that the program hopes to hone among its members.

• Maintain privacy and dignity of those involved

While assisting is necessary, getting into the lives of the members of the program is unethical and is discouraged. Relatively, respecting others’ privacy would specifically provide them with a better and larger room to grow into thus becoming better parents on their own.

• Remaining aware of the changes in the external and internal environment that may affect the situation of the ones involved

Change is a constant  matter, and when it happens within the external or internal environment of a person, such change becomes evidently affective of the lives that they live. In cases like this, program proctors should know how to adjust to the situation and make sure that the needs of the individuals they assist remain as the priority of the process.

Eight stakeholder groups:

• Parents of the young girls [who are to become mothers later on]:
• Prenatal care healthcare providers:
• Schools and educational institutions:
• Employment agencies [accepting young mothers]
• Psychological support systems
• Healthcare agencies
• Youth Organizations
• Media and Advertisers

Among the eight stakeholders, the parents, the prenatal healthcare providers, the Schools and educational institutions and the employment agencies should have a direct connection with the program as these institutions are the ones that are expected to give the young mothers a better chance with their future and that of their children as they embrace a new chapter of their lives. Their involvement shall determine the scope of financial, emotional and mental support that these young mothers need to be able to move on with their lives along with their children.

Section 5: Characteristics of Programs

The program, holistic as it is, shall begin with helping the members realize their situation, allowing them to go forward beyond the denial stage. It is practical and realistic as it tries to deal with the actual situation of those involved. It intends to deal with the actual issues and concerns that young mothers often get involved with. This way, the program’s goals are easily realizable not only by the proctors, but by the ones to whom the program has been made for.

Section 6: Evaluation Process

To evaluate the competence of the program, it should first be assessed according to purpose; whether or not its purpose is realizable. The next step is to assess the program according to function; which involves the distinction of the who and what of the program. Under this point of evaluation, the correlation of the stakeholders with the procedures actually taken into account through application shall be measured for relativity. The third step is the evaluation of vision with the actual operations considered under the program. The fourth step is evaluation through results whereas the results of the program shall be measured according to how well it is able to deliver its promised impact on the group it hopes to serve within a specific span of time. The fifth step is the evaluation of competence which intends to make sure that the missions and visions of the program are well kept and are followed accordingly. Finally, the sixth step is an assessment of the overall effect the program has in resolving the issues that it is supposed to give attention to.

To make sure that the evaluations are just right and are justifiable in approach, there are four particular considerations to take note of. One is the assessment of the logic and rationale behind the evaluation process. Another is the assessment of the evaluation through the value of applicability. Third is the assessment according to reasonability and fourth is the determination of the evaluation’s value through measuring goals versus results. These procedures of professional assessment of evaluation could be abused in terms of (1) realigning the goals of the program for the sake of responding to particular demands of certain stakeholders; (2) Refurbishing the process of program application due to particular demands of the administrators; (3) recreation of a new line of program operations to respond to the desires of a few members of the group assessing the situation and the program’s applicability in resolving certain issues and (4) determining the value of the program based on individual gains and not based on social development and improvement.

Section 7: Name of Intervention

Name: Holistic Teen Motherhood Peer Assistance Program

• Function: Holistic Peer Assistance Program for Teen Moms
• Setting: Holistic Approach to Surviving Teen Motherhood
• Target Population: Teen Mothers’ Peer Support Program
• Social Problem: Peer-to-Peer Teem Mothers’ Assistance Group

The name Holistic Peer Assistance Program for Teen Moms best fits the intervention program as it defines the process of assistance that the individuals are to get and the way they are to given attention to by their peers; thus making it easier for them to decide to enroll in the program as members to be assisted.

Section 8: Goals of Intervention

To provide holistic [mental, physical, emotional and financial] assistance to teen mothers who are to take on a new chapter in their life with their children.

This goal specifically determines why the intervention program has been established, for whom are its programs dedicated to and what specific achievements it hopes to attain at the end for each individual who chooses to undergo the procedures of development it imposes.

References

Banerjee, B.; Pandey, G. K.; Dutt, D.; Sengupta, B.; Mondal, M.; Deb, S. (2009). “Teenage pregnancy: A socially inflicted health hazard”. Indian Journal of Community Medicine 34 (3): 227–231.

L’Engle, Kelly Ladin; Brown, Jane D.; Kenneavy, Kristin (2006). “The mass media are an important context for adolescents’ sexual behavior“. Journal of Adolescent Health 38 (3): 186–192.

Park, Alice (November 3, 2008). “Sex on TV Increases Teen Pregnancy, Says Report“. Time.

Oringanje, C; Meremikwu, M.; Eko, H; et al. (2009). “Interventions for preventing unintended pregnancies among adolescents”. Cochrane Database of Systematic Reviews 4.

Valk, Guus (July 2000). “The Dutch Model”. The UNESCO Courier 53 (7): 19.

Hauser, Emily L. (2008-09-07). “Advise, console”. Opinion (Chicago Tribune).

Fe Moncloa, Marilyn; Johns, Elizabeth J. Gong, Stephen Russell, Faye Lee and Estella West (2003). “Best Practices in Teen Pregnancy Prevention Practitioner Handbook“. Journal of Extension 41 (2).

Scholl, T. O.; Hediger, M. L.; Belsky, D. H. (1994). “Prenatal care and maternal health during adolescent pregnancy: A review and meta-analysis”. The Journal of adolescent health (6): 444–456.