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Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum 
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下载免费PDF全文 Ford K Weglicki L Kershaw T Schram C Hoyer PJ Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38
About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers. 相似文献
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Ford K Hoyer P Weglicki L Kershaw T Schram C Jacobson M 《The Journal of perinatal education》2001,10(2):15-22
The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy. 相似文献
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Timo Hoyer 《Zeitschrift für Erziehungswissenschaft》2005,8(1):75-95
Zusammenfassung In der Moralphilosophie findet derzeit eine historisch reflektierte Renaissance der antiken Tugendethik statt. Auch im moralp?dagogischen
Diskurs wendet man sich wieder vermehrt Fragen der Tugend- und Charaktererziehung zu, aber es fehlt an historischen Studien
zu dieser Thematik. Vor diesem Hintergrund befasst sich der Aufsatz mit der Grundlegung der abendl?ndischen Moralp?dagogik
in der griechisch-r?mischen Antike. Zun?chst wird die unmittelbar moralerzieherische Intention der antiken Ethik herausgestellt.
Die antiken Theoretiker sind daran interessiert, konkrete Antworten auf die Frage nach dem gelingenden Leben zu geben. Dieser
Sachverhalt hat sich auch auf die p?dagogische Theorienbildung ausgewirkt. In einem zweiten Schritt wird die signifikant moralp?dagogische
Ausrichtung der antiken Erziehungsphilosophie aufgezeigt. Von Demokrit an bis zur r?mischen Stoa orientierten sich die unterschiedlichen
p?dagogischen Konzepte am Ideal des Guten und Tugendhaften.
Summary Ethics and Moral Education — On the foundations of the discourse on moral education in the Greek antiquity A historic-reflexive Renaissance of moral ethics based on the ideas of antiquity can be observed in current moral philosophy. Questions of virtue and character are discussed in the educational discourse on morals. However, there is a lack of historical studies on this topic. In view of this discrepancy, this paper deals with the foundations of occidental moral philosophy in Greco-Roman antiquity. The first section of this paper will deal with the moral-educative intention of the ethics of this period. The theorists of the ancient world were interested in finding concrete answers to the question of a ‘good life’. This was also reflected in pedagogical theory formation. In the second section, the significant moral-pedagogical orientation of the educational philosophy in antiquity will be shown. From Democritus to the Roman Stoics, this orientation concerned pedagogical concepts based on the ideal of the good and virtuous.相似文献
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Benjamin D. Singer Svennik Hoyer Stig Hadenius Lennart Weibull 《Communication Booknotes Quarterly》2013,44(6):74-76
Benjamin D. Singer, ed. Communications in Canadian Society (Toronto: Copp Clark, 1975—price not given, paper) Svennik Hoyer, Stig Hadenius, and Lennart Weibull's The Politics and Exonomics of the Press: A Developmental Perspective (Beverly Hills, Calif.: Sage, 1975—$2.50, paper) 相似文献
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Roxane S. Hoyer Hesham Elshafei Julie Hemmerlin Romain Bouet Aurélie Bidet-Caulet 《Child development》2021,92(4):e716-e737
Distractibility is the propensity to behaviorally react to irrelevant information. Although children are more distractible the younger they are, the precise contribution of attentional and motor components to distractibility and their developmental trajectories have not been characterized yet. We used a new behavioral paradigm to identify the developmental dynamics of components contributing to distractibility in a large cohort of French participants balanced, between age groups, in gender and socioeconomic status (N = 352; age: 6–25). Results reveal that each measure of these components, namely voluntary attention, distraction, impulsivity, and motor control, present a distinct maturational timeline. In young children, increased distractibility is mostly the result of reduced sustained attention capacities and enhanced distraction, whereas in teenagers, it is the result of decreased motor control and increased impulsivity. 相似文献
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