Social Support in Pregnant Teens: A Systematic Review of Social Support Interventions

SOCIAL SUPPORT IN PREGNANT TEENS:
A SYSTEMATIC REVIEW OF SOCIAL SUPPORT INTERVENTIONS
by
Makeda Awura Akua Vanderpuije
BA in Urban Studies, University of Pittsburgh, 2012
Submitted to the Graduate Faculty of
Behavioral and Community Health Sciences
Graduate School of Public Health in partial fulfillment
of the requirements for the degree of
Master of Public Health
University of Pittsburgh
2014
UNIVERSITY OF PITTSBURGH
Graduate School of Public Health
This thesis was presented
by
Makeda Vanderpuije
It was defended on
June 9, 2014
and approved by
Martha Ann Terry, PhD

Assistant Professor, Behavioral and Community Health Sciences
Graduate School of Public Health, University of Pittsburgh
Evelyn O. Talbott, DrPH

Professor of Epidemiology
Thesis Committee Chair: Beth A. D. Nolan, PhD

Assistant Professor, Behavioral and Community Health Sciences
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Copyright © by Makeda Vanderpuije
2014
iii
Beth A. D. Nolan, PhD
SOCIAL SUPPORT IN PREGNANT TEENS: A SYSTEMATIC REVIEW OF
SOCIAL SUPPORT INTERVENTIONS
Makeda Vanderpuije, MPH
University of Pittsburgh, 2014

ABSTRACT
Pregnant African American teens face a number of health and social risks that influence the
welfare of their babies. The potential to reduce risks of maternal and infant mortality and
morbidity in this population is of great public health significance. Supportive programs have
demonstrated success in improving outcomes for young mom and baby. The purpose of this
thesis is to systematically present the research literature available documenting adolescent
pregnancy and parenting programs with a strong social support component. A systematic review
of the literature was conducted using three electronic databases to identify social support
interventions among pregnant minority adolescents. Interventions were included if they were
published between 1991 and March of 2014, occurred in the United States, had participants who
were of adolescent age, pregnant, African American or belonging to a minority group, included a
social support component, and was published in English. Thirty-three publications were selected
for review, describing 25 interventions devoted to the promotion of social support among
pregnant teenagers. Characteristics were examined for each intervention; program setting,
theoretical basis, participant demographics, components, facilitators, intensity of intervention,
and reported outcomes were reviewed. Interventions were provided in clinic-, school-, and
community-based settings. The findings of this review suggest that there is strong support for
programs promoting social support among pregnant teens. However, minority youth continue to
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experience elevated risks of adverse health and social consequences of pregnancy. There is a
need for dissemination of research findings to community agencies that serve this vulnerable
population.
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TABLE OF CONTENTS
PREFACE ..................................................................................................................................... X
1.0 INTRODUCTION ........................................................................................................ 1
2.0 BACKGROUND: ADOLESCENT PREGNANCY .................................................. 2
2.1.1 Health Risks ..................................................................................................... 4
2.1.2 Social Factors ................................................................................................... 7
2.1.3 Psychosocial Factors and Outcomes .............................................................. 9
2.2 SOCIAL SUPPORT .......................................................................................... 10
2.3 PUBLIC HEALTH RELEVANCE .................................................................. 14
3.0 METHODS ................................................................................................................. 16
3.1 SEARCH STRATEGY...................................................................................... 16
3.2 INCLUSION AND EXCLUSION CRITERIA ............................................... 17
3.3 INFORMATION EXTRACTION ................................................................... 18
3.4 CLASSIFICATION OF ARTICLES ............................................................... 19
3.5 SELECTION OF ARTICLES .......................................................................... 19
4.0 RESULTS ................................................................................................................... 21
4.1 CHARACTERISTICS OF INTERVENTION BY SETTING ...................... 21
4.1.1 Clinical Interventions .................................................................................... 21
4.1.2 School – Based Interventions ........................................................................ 26
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4.1.3 Community – Based Interventions ............................................................... 30
4.1.4 Comparison Studies....................................................................................... 35
5.0 DISCUSSION ............................................................................................................. 39
5.1 SUMMARY OF FINDINGS ............................................................................. 39
5.1.1 Clinical Interventions .................................................................................... 40
5.1.2 School – Based Programs .............................................................................. 40
5.1.3 Community – Based Programs ..................................................................... 41
5.2 LIMITATIONS .................................................................................................. 42
5.3 DIRECTIONS FOR FUTURE RESEARCH .................................................. 44
6.0 CONCLUSION........................................................................................................... 45
APPENDIX: SYSTEMATIC REVIEW TABLES AND FIGUES.......................................... 47
BIBLIOGRAPHY ....................................................................................................................... 59
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LIST OF TABLES
Table 1. Search Terms Used in PubMed, PsycINFO and CINAHL ............................................. 49
Table 2. Studies by Program Name and Setting ........................................................................... 50
Table 3. Program Characteristics .................................................................................................. 51
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LIST OF FIGURES
Figure 1. PRISMA Flow Diagram ................................................................................................ 48
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PREFACE
As I began the process of conducting focus groups with pregnant teenagers in Pittsburgh, I had
the pleasure of conversing with dozens of agencies and individuals, all seeking to improve
outcomes among this population. I was pleased at the response of support for my research and
that many expressed a desire for the products of my work. Though the focus groups did not pan
out, I endeavored to create a thesis that would be of use to those serving young minority women
in the community.
They say, “it takes a village…” and I certainly have a village to thank for supporting me through
the completion of my thesis. My deepest gratitude goes out to my loving family and friends, who
often lent an ear and offered words of encouragement. A special thanks goes to Leon, for long
nights spent talking me out of giving up via Google Hangout. My peers and the enlightened
faculty and staff at Pitt Public Health enriched my studies and daily life as I strove for a deeper
sense of understanding. Dr. Terry, thank you for allowing me to take advantage of your vast
expanse of knowledge, and for your unwavering support. Your expertise and guidance was
invaluable to this thesis. Many thanks also go to Dr. Talbott, for always being a model of
professionalism and class, as well as a great boss. To Beth, for your endless encouragement and
commitment to keeping it real – thank you for helping me through the process while keeping it
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all together! I’d like to thank the Center for Health Equity for supporting my vision, and Barbara
Folb for her assistance in undertaking this systematic review process. Lastly, I have my father to
thank for imparting in me your lifelong love of learning and discovery towards a greater good.
Your love will forever remain in my heart.
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1.0 INTRODUCTION
Adolescent pregnancy is a complex issue with outcomes that involve and impact multiple
biological, interpersonal, and environmental factors. In the literature, social support has emerged
as an important multi-level factor with potential to improve outcomes in maternal depression,
parenting (Cox et al., 2008), and healthy child development, among other outcomes (Bell,
Zimmerman, Almgren, Mayer, & Huebner, 2006; Logsdon, Gagne, Hughes, Patterson, &
Rakestraw, 2005). The goal of this study was to systematically present and review the research
literature available documenting the impact of adolescent pregnancy and parenting programs
with a strong social support component. The background chapter of this paper discusses
adolescent pregnancy in the context of associated health risks, social consequences and
influences, adverse psychological outcomes, and the role of social support. The methodology of
this study is presented next, followed by results and discussion of intervention studies built to
improve social support in the lives of pregnant adolescents. Though many interventions are
available, there is a need for additional research on how to improve outcomes, as well as
literature that is comprehensive and accessible to community practitioners.
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2.0 BACKGROUND: ADOLESCENT PREGNANCY
Worldwide, an estimated 16 million young women aged 15 to 19 give birth every year (World
Health Organization [WHO], 2012). Young women face four times the risk of maternal death
compared to women in their 20s, and the risk of their infant dying at or around the time of birth
is 50% higher (Braine, 2009). In the United States (US), young women from minority and low
socio-economic groups disproportionately experience poor reproductive health and family
planning outcomes (Hall, Moreau, & Trussell, 2011).
A convergence of social, behavioral, and environmental factors, for example,
race/ethnicity, age at first sex, and perceived neighborhood safety, contributes to the persistence
of adolescent pregnancy (Cavazos-Rehg et al., 2010). Additional risk factors for adolescent
pregnancy include early initiation of dating, early substance abuse, and dating older men
(Talashek, Alba, & Patel, 2006). Young pregnant women are likely to be a product of teen
pregnancy, and their babies are at increased risk of becoming a teenage parent later in life (Jutte
et al., 2010; Klein & American Academy of Pediatrics Committee, 2005). With approximately
300,000 live births per year to adolescents, teen pregnancy remains an important social equity
issue with consequences that span generations (Klein & American Academy of Pediatrics
Committee, 2005).
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In Allegheny County, PA, the teen birth rate is 24 per 1,000 females aged 15 to 19, and
6,868 adolescents gave birth in 2010 (County Health Rankings, 2010). This is lower than the
Pennsylvania rate of teen births, 27 per 1,000, and the national rate for the US, where 34
adolescent females per 1,000 give birth every year (Centers for Disease Control and Prevention
[CDC], 2012). Though rates of age-specific pregnancy have been declining since 1991 (Klein &
American Academy of Pediatrics Committee, 2005), adolescent pregnancy remains a public
health issue due to the high risk for adverse birth outcomes that young mothers experience (Bell,
Zimmerman, Almgren, Mayer, & Huebner, 2006; Talashek, Alba, & Patel, 2006).
Babies of African American, minority, and low-socioeconomic status (a measure
incorporating one’s income, education, and occupation) adolescents experience elevated risk for
preterm birth and low birth weight, common proxies for a variety of health and social
disadvantages that start in early life (Chandra, Schiavello, Ravi, Weinstein, & Hook, 2002; Klein
& American Academy of Pediatrics Committee, 2005). In Pennsylvania, 16.3% of births to
Black teens younger than 18 were preterm versus 10.8% of preterm births to Non-Hispanic
White teens, and the rates of very preterm births (where preterm births are greater than 32
weeks) were almost double among Blacks in this age group (CDC, 2013; Kramer, Cooper,
Drews-Botsch, Waller, & Hogue, 2010). Though only 38% of adolescents live in poor or low-
income families, this group represents 83% of live births to teens (Klein & American Academy
of Pediatrics Committee, 2005).
The experiences of unintended pregnancy and negative birth outcomes have an influence
on these young women, their children, families, and communities. In the following sections, how
early exposure to disadvantage has the potential to influence health and social outcomes
throughout the lives of young mothers and their children (Fiscella & Williams, 2004; Jutte et al.,
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2010) is discussed. Social support is proposed as a promising ameliorating factor of adverse
outcomes. This information highlights the importance of reviewing existing programs for
pregnant and parenting adolescents with a strong social support component
2.1.1 Health Risks
Pregnant teens and their babies experience high rates of adverse medical outcomes that may
manifest in the perinatal period through later life (Chandra et al., 2002; Jutte et al., 2010). Health
outcomes are influenced by biological factors such as poor nutritional status, young
chronological and gynecological age; and mediated by social and environmental factors such as
race/ethnicity, poverty, and access to prenatal care (Chandra et al., 2002; Jutte et al., 2010). The
adverse outcomes detailed in this section are often markedly pronounced in younger teens and
young mothers from minority and low-income backgrounds (Phipps, Sowers, & DeMonner,
2002).
In terms of personal health, pregnant teens face increased risks of pregnancy-induced
hypertension, anemia, obesity and gestational diabetes (Chandra et al., 2002; Klein & American
Academy of Pediatrics Committee, 2005). Though maternal mortality rates for adolescents are
low, they are twice those of adult women (Klein & American Academy of Pediatrics Committee,
2005). Young mothers also commonly report pre- and post-partum depression as well as other
mental health issues that negatively impact maternal and child well being (see section 2.1.3. –
Psychological Factors; Cox et al., 2008).
Age is an important factor influencing pregnancy outcomes, with mothers 15 or younger
experiencing the worst birth outcomes compared to adult women, specifically in terms of
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preterm birth (Chandra et al., 2002) and infant mortality (Phipps, Sowers, & DeMonner, 2002).
Younger mothers most frequently report that they did not seek prenatal care or received
inadequate care (Phipps, Sowers, & DeMonner, 2002).
Chandra, Schiavello, Ravi, Weinstein and Hook (2002) attribute adverse maternal health
outcomes to trends in poor nutrition, drug and alcohol abuse, and emotional stressors, but these
primarily behavioral factors do not explain the full picture of adolescent pregnancy. Significant
influences on pregnancy health outcomes also include poverty, race and ethnicity, poor
pregnancy weight gain, low levels of educational attainment, and suboptimal or inadequate
prenatal care (Chandra et al., 2002; Klein & American Academy of Pediatrics Committee, 2005).
Many pregnant teens face a number of the aforementioned risk factors, which is likely
contributing to observed disparities in outcomes between groups.
Adolescent childbearing has been linked to a number of poor infant health outcomes,
specifically early delivery, low birth weight, and infant mortality (Phipps, Sowers, & DeMonner,
2002), and risk of poor outcomes is elevated in minority populations (Hall, Moreau, & Trussell,
2011). Compared to full-term infants, preterm and smaller infants are more susceptible to
adverse lifestyle exposures some teens may face during pregnancy, for example: drug use,
unprotected sex leading to sexually transmitted infections (STIs), and alcohol abuse (Chandra et
al., 2002). Babies born small or early are likely to be sicker in infancy and childhood (Klein &
American Academy of Pediatrics Committee, 2005), and experience persistent risks for problems
related to growth and development later in life, specifically lower IQ, poorer academic
achievement, and more neurosensory impairment (Chandra et al. 2002).
Not only do children born to teen mothers suffer adverse medical and social outcomes,
but subsequent children born after the mother reaches adulthood may also face a similar
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magnitude of risk (Jutte et al., 2010). In one study cohort, children born to mothers who were
teens or who had borne previous children as a teen experienced mortality rates two to four times
higher than children of never teen mothers (Jutte et al, 2010). Rates of neonatal intensive care
unit (NICU) admissions and childhood hospitalization were also double or more for children of
adolescents than for children born to adult mothers (Fleming et al., 2013).
A study by Hall, Moreau, and Trussell (2011) reported that women who are young,
minority, and/or economically disadvantaged have demonstrated lower utilization of
reproductive health services than their wealthier White counterparts. This finding suggests that a
lack of reliable sexual health information and contraceptive counseling may be contributing to
higher pregnancy rates and more pregnancy complications seen in this underserved group.
African American, minority, and lower socio-economic background teens experience lower
access to healthcare when compared to their White and more privileged peers (Fiscella &
Williams, 2004). Inequities in healthcare access and quality, which are inextricably linked to
race/ethnicity and socioeconomic status, have contributed to disparities in overall health (Fiscella
& Williams, 2004; Williams, 1998). For pregnant adolescents, poor access to health care services
means a lack of quality prenatal and obstetrical care that may be needed in these often
complicated pregnancies and births (Hall, Moreau, & Trussell, 2011; Klein & American
Academy of Pediatrics Committee, 2005; Williams, 1998). Elevated levels of maternal
pregnancy complications and poor infant health are complex problems for healthcare service
providers, who should be familiar with the unique situation of the adolescents they serve (Klein,
2005).
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2.1.2 Social Factors
Social factors such as educational attainment, socioeconomic status, and family structure play a
part as both influencers and consequences of teen pregnancy in the lives of young mothers and
their children (Jutte et al., 2010). This section explores the possible social influences and
consequences faced by mothers, children, and families affected by high rates of adolescent
pregnancy.
Though a small proportion of births in the nation are to teen mothers, these infants
disproportionately experience negative outcomes later in life (DeSocio et al., 2013), such as
failing to graduate from high school within six years of entering 9th grade, being taken into
foster care services, or receiving an intervention from a child welfare agency (Jutte et al., 2010;).
As these children reach young adulthood, they are more likely to receive income assistance or
welfare services (Jutte et al., 2010), and to become teen parents themselves (DeSocio et al.,
2013). This pattern perpetuates a cycle of disadvantage as the hardship of being an adolescent
mother continuously affects the lives of their offspring into future generations (DeSocio et al.,
2013). Poverty can be both a cause and a consequence of adolescent pregnancy and parenting,
though adolescents from low socioeconomic backgrounds have higher rates of pregnancy than
their peers (Fiscella & Williams, 2004). Generational effects have been found to persist across
socioeconomic status and thus potentially affect all adolescent births (Jutte et al., 2010).
Talashek, Alba and Patel (2006) present a descriptive picture of health disparities using
secondary data from a case control study of pregnant and never-been-pregnant minority inner
city teens. This study examines girls’ ethnic group status in the context of various individual and
community level risk factors to create a predictive model. Young women from racial and ethnic
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minority groups were found to be most vulnerable to first sexual activity at an early age, with
pregnancy often following soon after (Talashek, Alba, & Patel, 2006). Though a few community
level factors, such as violence, were included in the analysis the study lacked a truly multilevel
approach that is necessary to gain a complete picture of the phenomena of teen pregnancy
(Talashek, Alba, & Patel, 2006).
The neighborhood environment has been shown to affect maternal stress (Dole et al.,
2003) and preterm birth (Bell et al., 2006), but has primarily been studied in adult or general
populations. Studies of neighborhood segregation have yielded varied results of effects on
pregnant women (including adolescents), depending on a complex interaction between multiple
variables (Bell et al., 2006). Racial/ethnic segregation can be protective in the context of a
politically active and socially cohesive neighborhood, and detrimental when present in an area of
concentrated poverty and a lack of health and other resources (Bell et al., 2006).
Poor neighborhood quality, which could include discrimination and perceived
neighborhood safety, has been a demonstrated concern potentially contributing to heightened
maternal stress and poor outcomes (Dole et al., 2003). Urban adolescents living in poverty often
grow up in single-parent, low socio-economic status households, in neighborhoods likely
plagued by violence and substance abuse, and are at high risk for lower rates of academic
achievement and low educational goals. This environment promotes risky sexual behaviors, and
when coupled with poor sexual education it is not hard to see how a young woman might
become pregnant (Talashek, Alba, & Patel, 2006).
Additional social consequences of adolescent pregnancy include separation or divorce
from child’s father, rapid repeat pregnancy, interruption of school completion, persistent poverty,
and limited career opportunities (Klein & American Academy of Pediatrics Committee, 2005).
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Maternal health status, stress, and behaviors are influenced by social and environmental
factors (Dole et al., 2003). This complex variety of factors contributes to psychological well
being, which impacts parenting self-efficacy and ability (Cosey & Bechtel, 2001), as well as the
health and development of a child (Edwards et al., 2012). Comprehensive adolescent pregnancy
programs and home-visitation programs have been shown to improve psychosocial outcomes in
teen moms (Klein & American Academy of Pediatrics Committee, 2005).
2.1.3 Psychosocial Factors and Outcomes
Pregnancy is associated with a risk for adverse psychological issues such as stress and depression
(Dole et al., 2003). Pregnant teens from disadvantaged backgrounds are more likely than adult
women to experience the effects of stress, depression, and other mental health issues (Edwards et
al., 2012), often without an appropriate coping mechanism or adequate social or medical support.
The following section outlines the scope of psychological factors and their outcomes associated
with adolescent pregnancy, many of which may be amenable to interventions with a strong social
support component (Klein & American Academy of Pediatrics Committee, 2005).
High levels of reported isolation, loneliness, and depression have been demonstrated in
adolescent mothers, creating negative impacts on maternal self-esteem, which is related to infant
bonding and effective parenting (Cox et al., 2008). Among a number of psychological and
mental health issues, depression has been most strongly demonstrated to interfere with positive
parenting, nurturing abilities and overall life skills in adolescents (Cox et al., 2008; Dole et al.,
2003). Teens who are depressed postpartum are at risk for later substance abuse, delinquency,
and persistent mental health problems if not treated. Estimates of postpartum depression in
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adolescents vary from 32% to 60%, and some studies show a 42% prevalence of mental health
issues, including depression and stress, among pregnant teens (Cox et al., 2008).
The stress of an unplanned teen pregnancy takes a toll on the psychological well being of
adolescent moms-to-be, who often lack the resources to cope with the multiple environmental,
social, and biological stressors associated with pregnancy (Cosey & Bechtel, 2001). Additional
factors contributing to stress in the lives of minority and low socioeconomic status adolescents
may include poor neighborhood conditions (Kramer et al., 2010), residential segregation,
structural and personal discrimination, substance abuse, and financial strain (Cavazos-Rehg et
al., 2010; Talashek, Alba, & Patel, 2006). Unmitigated stress and anxiety can disrupt the healthy
development of the babies born to teen mothers (Bell et al., 2006; Edwards et al., 2012).
African American teens, who often experience high-risk pregnancies, are in danger of
heightened levels of stress and anxiety, which have been shown to have deleterious effects on
birth outcomes (Chandra, Schiavello, Ravi, Weinstein, & Hook, 2002; Coffman & Ray, 2002).
To make matters worse, racially structured inequality can make it difficult to obtain appropriate
care tailored to their situation (Hall, Moreau, & Trussell, 2011), or at times any care at all (Cosey
& Bechtel, 2001).
2.2 SOCIAL SUPPORT
Adequate social support has the potential to decrease depression and other negative emotions
related to pregnancy (Coffman & Ray, 2002), diminishing the risk of later substance abuse,
adverse life events, and persistent mental health issues that have been observed in parenting
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teens (Cox et al., 2008). Maternal depression has been shown to put infants at risk for child
maltreatment, delayed cognitive development, and behavioral problems by age three (Cox et al.,
2008). The effects of supportive relationships in the pregnancy and post-partum periods have
not been broadly studied in adolescents (Edwards et al., 2012). This section defines social
support in the context of adolescent pregnancy and describes current literature on the topic.
Social support involves a well-intentioned action that is given willingly to a person with
whom there is a personal relationship, and that produces an immediate or delayed positive
response in recipient (Logsdon, Gagne, et al., 2005). Support may be formal, as through a
government program or church service, or informal, sourced from friends, family, significant
others and peers. Additionally, support may be provided in a variety of ways, expressed as
material, informational, emotional and/or comparison support (Logsdon, Gagne, et al., 2005).
The benefits of social support include decreasing stress and improving health outcomes for mom
and baby (Cox et al., 2008; Edwards et al., 2012; Logsdon, Gagne, et al., 2005).
A supportive network is important to pregnant teens who face inherently adolescent
challenges related to physical, emotional, and identity development in addition to preparing for
their role as parents (Stevenson, Maton, & Teti, 1999). Adequate social support during
pregnancy is associated with lower risk for maternal depression, and increased self-esteem and
life satisfaction during the weeks and months postpartum in young mothers (Cosey & Bechtel,
2001; Stevenson et al., 1999). Adolescents are often ill prepared for the demands of pregnancy
and impending parenthood, perceive few resources, and are stressed (Logsdon, Gagne, et al.,
2005). A lack of social support, or not getting the support one needs, can exacerbate negative
outcomes in pregnant women (Coffman & Ray, 2002).
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High-risk pregnancies, most often observed in minority and low-income women (Klein &
American Academy of Pediatrics Committee, 2005), are marked by increased vulnerability and
heightened anxiety (Coffman & Ray, 2002), as well as other emotional and social factors that
may influence outcomes. These emotional responses are amenable to supportive interventions:
social support has been linked to a decrease in depression in low-income women postpartum
(Coffman & Ray, 2002). Social support may stimulate positive neuro-endocrine responses that
buffer the effects of stress in pregnancy (Bell et al., 2006), leading to better pregnancy and birth
outcomes (Dole et al., 2003). Women who receive adequate social support, and are less stressed
and anxious, may experience lower risk for pregnancy complications such as gestational diabetes
and preeclampsia, preterm birth or birthing a low-birth-weight infant. Tangible and emotional
support from various sources has been shown to increase well being among pregnant and
parenting teens over time (Stevenson et al., 1999).
Informal support networks appear to be most common among parenting and pregnant
adolescents, and the composition of networks varies depending on a number of characteristics
such as age, race/ethnicity, and coresidence with infant’s grandparents (Stevenson et al., 1999).
Sources of support most often mentioned include mothers, boyfriends and peers, who provide
help coping with the challenges of adolescent pregnancy and parenting (Stevenson et al., 1999).
Family support networks, compared to nonfamily support from the health sector and community,
have been shown to be especially beneficial to the well being of young mothers (Cosey &
Bechtel, 2001). Supportive relationships with intimate partners and parents (usually but not
always the teen’s mother), have been shown to be effective in mitigating depressive symptoms in
young African American mothers, and talking with other teen mothers can enhance support and
decrease isolation (Cox et al., 2005).

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Researchers have recommended additional study into the type of support used among
African American teens and the extent to which this influences health outcomes (Logsdon et al.,
2005; Stevenson et al., 1999). In the literature that is available, only a small proportion use
qualitative methods to gain perspectives from pregnant adolescents on the negotiation and
perceived benefits and barriers to social support (Logsdon et al., 2005; Stevenson et al., 1999).
The quality of social support received has an impact on the mental health of young moms
and the healthy development of their infants (Stevenson et al., 1999). Logsdon, Gagne, Hughes,
Patterson and Rakestraw (2005) described social support experiences as a metaphor of “piecing
together a quilt” in the lives of pregnant and parenting adolescents. In focus groups, participants
described the stress and challenges in their lives and how they piece together the support needed
from what is available (Logsdon, Gagne, et al., 2005). In interviews about perceptions of social
support in African American adult women with high-risk pregnancies, social support was seen as
beneficial only when the expected or desired support was received (Coffman & Ray, 2002). The
reciprocal exchange, or giving as well as receiving, of support and presence of positive
relationships have been found to enhance social support and psychological well being in African
American, pregnant adolescents (Coffman & Ray, 2002; Stevenson et al., 1999).
Factors such as socioeconomic status, relationship (or lack thereof) with father of child,
and composition of family influenced the delivery and perceived effect of support (Logsdon et
al., 2005). Furthermore, not all help given with good intention was perceived as supportive if the
needs of the mother were not known and/or respected (Coffman & Ray, 2002). The limited
qualitative research that is available in the literature is invaluable due to insights into the
phenomenon of social support in pregnancy (Coffman & Ray, 2002; Herrman, 2006; Logsdon et
al., 2005; Stevenson et al., 1999).

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Social support has been shown to be effective in improving outcomes, and is a common
component in teen pregnancy and parenting interventions, yet there is no comprehensive review
of programs serving minority adolescents to inform programmatic, service, and funding
decisions. This study expands the literature by providing a review of existing programs for
minority pregnant and parenting teens with a strong social support component.
2.3 PUBLIC HEALTH RELEVANCE
The health and success of pregnant adolescents and their babies will impact the future health and
success of America’s next generations. Research into the quantity and quality of programs built
to support pregnant adolescents will increase knowledge of the best practices for stakeholders
aiming to improve maternal and child health in this vulnerable population, but there is a dearth of
published literature available to inform decisions (Logsdon et al., 2005). The goal of this study
was to systematically present and review the research literature available documenting the
impact of adolescent pregnancy and parenting programs with a strong social support component.
Though the literature refers to contextual factors influencing adolescent pregnancy
outcomes in African Americans, the available studies are not written from a health equity
perspective. Many scholars have documented evidence of health disparities within this group
(Bell et al., 2006; Chandra et al., 2002; Fiscella & Williams, 2004; Hall, Moreau, & Trussell,
2011; Koniak-Griffin, Lominska, & Brecht, 1993; M. Talashek, Alba, & Patel, 2006), but
neglect to inspire action towards elimination of observed inequities (Alberti, Bonham, & Kirch,
2013). There has been an international shift towards making research publicly accessible outside
14
of universities and research institutions (Maggio, Steinberg, Moorhead, O'Brien, & Willinsky,
2013), including to agencies that provide services to the community. This manuscript will be
made available to Pittsburgh agencies by request from the University of Pittsburgh’s Center for
Health Equity, along with a guide meant for community use. The public health relevance of this
study is that it empowers local agencies serving pregnant teens with knowledge to assess the best
practices in their field, and inform the implementation of new or existing program services.
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3.0 METHODS
This thesis is based on literature identified through a systematic review, with the goal of
presenting intervention studies to improve social support for pregnant adolescents. An
intervention was considered to be “any kind of planned activity or group of activities…
designed to prevent disease or injury or promote health in a group of people, about which
a single conclusion can be drawn” (CDC, 2014). The details of the search strategy,
inclusion and exclusion criteria, data extraction and article classification are presented in this
section.
3.1 SEARCH STRATEGY
With the guidance of a University of Pittsburgh Health Sciences librarian with experience in
systematic review processes, a search of the literature was conducted to identify intervention
studies that promote social support among pregnant adolescents. PubMed (National Library of
Medicine), CINAHL (EBSCO), and PsycINFO (Ovid) databases were searched to identify
relevant studies. The development of search terms was guided by a preliminary review of
the literature, and bibliographies of retrieved articles were reviewed to locate additional
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studies. A complete list of search terms and medical subject headings used in PubMed,
CINAHL, and PsycINFO databases can be found in Table 1 in Appendix A.
3.2 INCLUSION AND EXCLUSION CRITERIA
Studies were eligible for inclusion in the systematic review if: 1) they reported on an
intervention with an explicitly stated social support component and/or outcome, 2)
study activities began while participants were pregnant, and 3) study activities occurred in the
United States. In order to identify the most modern and effective support interventions,
studies were limited to those published after 1991. Studies must have also been available
in the English language.
Participants in included studies must have been: 1) pregnant and/or parenting, 2) aged 14
to 19 at time of infant’s birth, and 3) part of a minority group(s). Because minority and low-
income women often experience different socioeconomic realities than their White peers
(Williams, 1998), at least 40% of study participants must have been African American, Latina,
American Indian/Alaskan Native, or part of another minority/low income group to be included in
this study analysis.
Interventions were considered to include a strong social support component if 1) the term
“social support” was explicitly stated within an aim, conceptual model, measure, or primary
outcome of the study, or 2) the intervention was said to be comprehensive and included a
17
measure of social support, or 3) a main aim of the program or a specific component of a program
was to enhance, support, build, or strengthen a participant’s support network.
Excluded studies did not report on an intervention, reported on an intervention not aimed
at pregnant teens, did not include enough minority or adolescent participants, focused on clinical
rather than psychosocial outcomes, were not published in a peer-reviewed journal, or did not
occur in the United States. Duplicate articles were removed.
3.3 INFORMATION EXTRACTION
The selection of information to be extracted was informed by guidelines from a review of
support-education interventions for adolescent mothers (Letourneau, Stewart, & Barnfather,
2004). The information collected include the following: 1) program name, publications, and first
author(s), 2) setting, 3) participant characteristics, 4) theoretical/conceptual basis, 5)
program components, 6) intervention facilitators, 7) mode and frequency of intervention, and
8) reported outcomes. An information extraction table was created to record intervention
characteristics, and an abridged version may be found at Table 2 in Appendix A.
18
3.4 CLASSIFICATION OF ARTICLES
After studies had been reviewed, it became clear that intervention setting influenced major
characteristics of each study, notably intervention design, intensity, and outcome. This
review is organized by four settings: clinical interventions, school-based
interventions, community-based interventions, and comparison studies, which report on
one or more interventions in multiple settings. In the case that intervention setting was
not clearly stated, studies were grouped into the most appropriate category for the intervention
type.
3.5 SELECTION OF ARTICLES
The literature search of articles published from 1991 to 2014 resulted in 585 hits for social
support interventions in pregnant adolescents. Twenty-six of these articles were duplicates and
were removed. Five hundred and fifty-nine title/abstracts were reviewed, and 437 were
excluded because they did not describe an intervention (n=211), did not target
pregnant adolescents (n=109), had no minority participants (n=1), did not have enough
minority or teen participants (n=3), did not occur in the US (n=57), or described a clinical
intervention with no social support component (n = 46). Of the 122 full text records that were
reviewed for inclusion in the study, two records were not available via interlibrary loan, and 87
were excluded because they did not describe an intervention (n=12), did not target pregnant
adolescents (n=25), did not have enough minority or teen participants (n=3), did not occur
in the US (n=17), were not published in a peer-reviewed journal (n= 2), or described a
19
clinical intervention with no social support component (n = 25). Finally, 33 publications were
included in this review, reporting on 25 studies. A PRISMA flowchart of the screening and
eligibility evaluation process can be found at Figure 1 in Appendix A.
20
4.0 RESULTS
Thirty-three publications were examined for this review, reporting on 25 interventions
devoted to the promotion of social support among pregnant adolescents. Seven clinical,
seven school-based, eight community-based, and three comparison study interventions are
presented in this section, along with summaries of selected program characteristics.
4.1 CHARACTERISTICS OF INTERVENTION BY SETTING
4.1.1 Clinical Interventions
Clinical interventions occurred within a facility providing medical care, including interventions
carried out in prenatal clinics (inclusive of adolescent-centered prenatal clinics), hospitals,
school-based health clinics and university-based health centers. Seven clinical intervention
studies are summarized in this review, reported on in eight publications. The programs to be
summarized in this section are: the Comprehensive Young Parent Program (Comprehensive
YPP) (Omar, Fowler, & McClanahan, 2008), Centering Pregnancy (Bloom, 2005; Grady &
Bloom, 2004), the REACH (Relaxation, Encouragement, Appreciation, Communication,
21
Helpfulness) Program (Phipps, Raker, Ware, & Zlotnick, 2013), Teenage Mothers-
Grandmothers Program (TAM-G) (Roye & Balk, 1996), a prenatal care intervention (Ford et al.,
2002), Teen Fresh Start with a Buddy (TFS+B) (Albrecht, Payne, Stone, & Reynolds, 1998), and
an integrated services program (Patchen, Letourneau, & Berggren, 2013).
Three studies provided a theoretical framework that guided them: social cognitive theory
was used in Teen FreshStart with a Buddy (Albrecht et al., 1998; Ford et al., 2002), youth
development theory was used in an Integrated Services Program (Patchen et al., 2013), and the
problem-behavior theory was used in Teen FreshStart with a Buddy (Albrecht et al., 1998). The
remaining four interventions were guided by previously published models and programs,
including Centering Pregnancy (Bloom, 2005; Grady & Bloom, 2004) Comprehensive Young
Parent Program (Omar et al., 2008), the REACH Program (Phipps et al., 2013) or literature
informing program components (TAM-G, Roye & Balk, 1996). With one exception (TFS+B;
Albrecht et al., 1998), each clinical intervention provided some pre- and post-partum care for the
adolescent participant and her infant at the program site, and this medical care was a central
component of many interventions (Bloom, 2005; Grady & Bloom, 2004; Omar et al., 2008;
Patchen et al., 2013).
Common program components include: education about labor, delivery, and child
development; family planning, sexuality, and contraceptive information; developing
communication and conflict resolution skills; involving family members and supportive people
from the adolescent participant’s life; and building peer support through group activities. Some
programs further supplemented services with nutrition resources (TAM-G; Roye & Balk, 1996),
education completion support and job skills development ( Integrated Services Program;
Patchen et al., 2013), involvement of resource individuals providing a specific expertise

22
(Centering Pregnancy; Bloom, 2005), and goal setting for the future of mother and baby
(REACH Program; Phipps et al., 2013).
Two interventions were particularly unique in their program offerings. The REACH
Program provided intensive interpersonal therapy to pregnant adolescents with the goal of
reducing the risk of postpartum depression (Phipps et al., 2013). Therapeutic group and
individual sessions covered managing stress, recognizing depression versus baby blues,
developing a support system and healthy relationships, and utilizing psychosocial resources
(Phipps et al., 2013). Teen Fresh Start with a Buddy (Albrecht et al., 1998) used peer support to
encourage smoking cessation in pregnant adolescents. With a non-smoking buddy, participants
attended group sessions meant to build and enhance smoking cessation skills, bring awareness to
the effects of smoking on pregnancy and the fetus, and provide motivational messages as well as
general pregnancy and health education.
A majority of programs were facilitated, at least in part, by a licensed health professional;
pediatric nurse practitioners, certified midwives, physicians, psychologists, social workers, and
nutritionists delivered interventions (Bloom, 2005; Ford et al., 2002; Grady & Bloom, 2004;
Omar et al., 2008; Patchen et al., 2013; Roye & Balk, 1996). Other facilitators included trained
program personnel following a detailed manual for the REACH Program (Phipps et al., 2013),
youth development specialists for an Integrated Services Program (Patchen et al., 2013), and
peers as co-facilitators for a Prenatal Care Intervention (Ford et al., 2002). One intervention,
Teen FreshStart with a Buddy, did not report the facilitator used (Albrecht et al., 1998), but noted
that the program was meant to be conducted by a primary care provider.
Four of the seven studies reported conducting intervention activities with a combination
of individual and group modes, and program frequency and intensity varied greatly across
23
programs. Most frequently, initial assessments, case management, and home visit sessions were
completed individually, supplemented by group sessions focused on education and support
(Centering Pregnancy, Bloom, 2005, Grady & Bloom, 2004; REACH Program, Phipps et al.,
2013; TAM-G, Roye & Balk, 1996).
In Centering Pregnancy and the Prenatal Care Intervention, all activities including
prenatal care, critical measurements such as fetal heart tones, weight and blood pressure, and
health education in a group setting (Bloom, 2005; Ford et al., 2002; Grady & Bloom, 2004). In
these programs, individual appointments were made only when a serious health problem was
identified (Ford et al., 2002), or in the case of the initial assessment or a specific request (Bloom,
2005; Grady & Bloom, 2004). Two other programs, including the Comprehensive Young Parent
Program and the Integrated Services Program, provided care on a primarily individual basis,
tailoring services to each adolescent (Omar et al., 2008), and providing access to occasional
group activities (Patchen et al., 2013).
Supportive individuals from participants’ lives were most notably involved in the Teen
Fresh Start with a Buddy (Albrecht et al., 1998) and Teenage Mothers-Grandmothers programs
(Roye & Balk, 1996). The “buddy” involved in the smoking cessation program was a non-
smoking female peer who may or may not have been pregnant and attended group sessions as a
support person for the adolescent participant (Albrecht et al., 1998). “Grandmother” refers to the
mother of the participating pregnant teenager (Roye & Balk, 1996), who attended one-on-one
sessions with a social worker in addition to accompanying her daughter to prenatal appointments
and group education sessions.
Reported outcomes varied and were connected with program goals. Clinical interventions
reported significant reductions in subsequent teen pregnancy (Prenatal Care Intervention, Ford
24
et al, 2002; Comprehensive YPP, Omar et al., 2008; Integrated Services Program, Patchen et al.,
2013), improved birth outcomes and clinic service utilization (Prenatal Care Intervention, Ford
et al., 2002; Centering Pregnancy, Grady et al., 2004; Bloom, 2005), reductions in postpartum
depression (REACH Program, Phipps et al., 2013), increased contraceptive use (Integrated
Services Program, Patchen et al., 2013), and smoking cessation (TFS+B, Albrecht et al., 1998).
Authors also reported learning outcomes, changes in relationship quality, educational status and
attainment, and program satisfaction measures.
Reducing subsequent births was a priority in many studies, and participants in the
Prenatal Care Intervention, the Comprehensive Young Parent Program, and Integrated Services
Program experienced lower rates of repeat pregnancy and birth within one year, three years, and
six months, respectively (Ford et al., 2002; Omar et al., 2008; Patchen et.al., 2013). Adolescents
who participated in the Comprehensive Young Parent Program experienced a notably low rate of
repeat teen pregnancies - less than 1% at three years post birth follow-up (Omar et al., 2008).
Participants in an Integrated Services Program also had a lower rate of subsequent births than
local statistics and commonly used contraceptives at six months postpartum; 80% reported using
a long-acting contraceptive, and 94.6% reported using some form of contraception to prevent
pregnancy. The Prenatal Care Intervention was able to reduce the incidence of low birth weight
(LBW) infants to 6.6% among participants v. 12.5% in a usual care group in addition to reduced
subsequent births.
The REACH Program produced a significant 33% reduction in postpartum depression six
weeks after birth among young mothers in a randomized control trial. Thirty percent of pregnant
teens who participated in Teen FreshStart with a Buddy had quit smoking versus 16% of teens
25
who did not have a buddy or were in the usual care group, and more had reduced their cigarettes
per day.
Centering Pregnancy and the Teenage Mothers-Grandmothers Program reported
outcomes gathered from open-ended interviews and found that patients were largely satisfied
with the services they had received (Bloom, 2005; Grady & Bloom, 2004; Roye et al., 1996).
Centering Pregnancy participants noted the importance of knowing others in the same situation,
while moms in the Teenage Mothers-Grandmothers program revealed that the intervention had
healed relationships and increased communication between adolescent participants and their
mother-figures.
4.1.2 School – Based Interventions
School-based interventions occurred within a school environment, and included interventions
carried out at alternative schools for pregnant/parenting adolescents or mainstream public
schools in urban or rural counties. Seven school-based intervention studies are included in this
review, reported on in eight publications. The interventions to be summarized in this section are:
The Second Chance Club (Key, Barbosa, & Owens, 2001; Key, O’Rourke, Judy, & McKinnon,
2005), Touchpoints (Percy & McIntyre, 2001), the Polly T. McCabe Center (Seitz & Apfel,
1994), the BEST (Breastfeeding Educated and Supported Teen) Club (Volpe & Bear, 2000), The
Paquin School (Amin & Sato, 2004), the depression and social support intervention (Logsdon,
Birkimer, Simpson, & Looney, 2005), and a nurturing alternative school program (Spear, 2002).
While included studies did not always report on a theoretical framework, school-based
intervention were guided by the research literature on adolescent pregnancy programs and
26
services (Amin & Sato, 2004; Seitz & Apfel, 1994), social support needs (Logsdon, Gagne, et
al., 2005), and factors influencing breastfeeding in multiethnic mothers (Volpe & Bear, 2000).
Spear (2002) sought to fill a gap in the research literature by using an ethnographic approach to
explore the day-to-day social and learning environment of an alternative school program for
pregnant and parenting teens.
Five articles reported on an intervention occurring in an alternative school, which
typically follow the same curriculum, school year, and policies as the district in which they are
housed, with the addition of relevant health education and supervision, prenatal care on site or at
a clinic with which it has an agreement, and a variety of case management services: the Paquin
School (Amin & Sato, 2004), the depression and Social Support Intervention (Logsdon,
Birkimer, et al., 2005), Touchpoints (Percy & McIntyre, 2001), the Polly T. McCabe Center
(Seitz & Apfel, 1994), and a Nurturing Alternative School Program (Spear, 2002). Three of these
studies assessed a comprehensive school model, including the provision of services such as
childcare, transportation assistance, and counseling on family planning, education, and
employment (Amin & Sato, 2004; Seitz & Apfel, 1994; Spear, 2002). Percy and McIntyre (2001)
reported on a discussion-based child development course focused on infant states and behaviors
in Touchpoints, while Logsdon, Birkimer, Simpson, and Looney (2005) reported on a video
intervention meant to enhance social support resources in the Depression and Social Support
Intervention.
Two programs offered to pregnant and parenting adolescents in a mainstream high school
setting were the Second Chance Club (Key, Barbosa, & Owens, 2001; Key et al., 2005) and the
BEST Club (Volpe & Bear, 2000). Both interventions occurred as a component of supportive
services offered to pregnant and parenting students including education on child health and
27
parenting, as well as group support. This group support was a major component of the Second
Chance Club, which also empowered participants to design and execute community outreach
projects (Key, Barbosa, & Owens, 2001; Key et al., 2005). The BEST Club was comprised of
comprehensive breastfeeding education sessions with ongoing support from a peer counselor and
fellow student parents (Volpe & Bear, 2000).
Nurses were most frequently mentioned as a program facilitator or educator; school
nurses, registered nurses, community health nurses and a pediatric nursing professor were
involved in delivering school-based interventions (Amin & Sato, 2004; Percy & McIntyre, 2001;
Seitz & Apfel, 1994; Spear, 2002; Volpe & Bear, 2000). Teachers and faculty also played an
important role as facilitators and supportive mentors in school-based interventions (Amin &
Sato, 2004; Seitz & Apfel, 1994; Spear, 2002). Racially matched social workers served as
facilitators (Second Chance Club; Key, Barbosa, & Owens, 2001; Key et al., 2005) and program
support personnel (Polly T. McCabe Center, Seitz & Apfel, 1994). Other program and
participant support personnel included a breastfeeding peer counselor who provided weekly
support visits to students choosing to breastfeed as in the BEST Club (Volpe & Bear, 2000), and
trained program assistants as in the Depression and Social Support Intervention and Touchpoints
(Logsdon et al., 2005; Percy & McIntyre, 2001).
Student participants were generally referred to an alternative or in-school program when
their pregnancy became known to a teacher or counselor, and voluntarily enrolled in the program
from as early as the first trimester until the end of the school term in which their baby was born
(Amin & Sato, 2004; Seitz & Apfel, 1994; Spear, 2002). School-based interventions were largely
carried out through group-based classes and activities (The Paquin School, Amin & Sato, 2004;
Touchpoints, Percy & McIntyre, 2001; BEST Club; Volpe & Bear, 2000), and supplemented
28
with individualized case management, medical care, and additional support services (Second
Chance Club ; Key, Barbosa, & Owens, 2001; Key et al., 2005; Polly T. McCabe Center, Seitz
& Apfel, 1994).
There was variation in the outcomes studied within the included school-based
intervention studies. Repeat teen birth was the main outcome of the Second Chance Club studies
(Key, Barbosa, & Owens, 2001; Key et al., 2005), while Touchpoints measured parental
competence (Percy & McIntyre, 2001), and the BEST Club focused on breastfeeding initiation
(Volpe & Bear, 2000). Contraceptive use (The Paquin School; Amin & Sato, 2004), perceived
social support (Touchpoints; Percy & McIntyre, 2001) depression (DSS; Logsdon et al., 2005),
and infant weigh at birth (Polly T. McCabe Center; Seitz & Apfel, 1994) were also studied.
The Second Chance Club successfully prevented a repeat teen birth within three years in
all but 6% of participants (Key, Barbosa, & Owens, 2001), and used an ecological design to
confirm the efficacy of this secondary pregnancy prevention program (Key et al., 2005). Students
attending the Polly T. McCabe Program from early in their pregnancy experienced a significantly
lower incidence of preterm birth and low birth weight deliveries than those who entered late in
pregnancy or were not enrolled in the alternative program (Seitz & Apfel, 1994). The Paquin
School reported significantly higher use of contraception and long-acting contraception among
young mothers who had been students there than among those who had completed their
education at their public school or who were not attending school (Amin & Sato, 2004). About
65% of BEST Club participants reported initiating breastfeeding versus 14.6% in the comparison
group, but follow-up information on breastfeeding duration was not collected (Volpe & Bear,
2000).
29
The Touchpoints curriculum produced improved scores on the Parenting Sense of
Competence Scale, and participants reported feeling that the class was helpful and served as a
space to freely share their experiences (Percy & McIntyre, 2001). Spear (2002) described the
experiences of students, teachers, and faculty in a Nurturing Alternative School Program,
uncovering themes of nurturing and positive regard, sisterhood and belonging, mentoring and a
sense of family among facilitators and peers, and a proactive learning environment where
academic pride is evident.
School-based interventions took place in either a mainstream or alternative public school
and were successful at improving a range of desired outcomes. These programs promoted the
group support inherent in their participants’ shared experiences, and assisted young mothers with
school completion and job skills training.
4.1.3 Community – Based Interventions
Community-based interventions were carried out in a variety of locations usually according to
the preference of the participant, which included the home, a community space, or via cell phone
communication in Girl Talk (Katz et al., 2011). Eight community-based intervention studies are
included in this review, reported on in 14 publications. The community-based programs included
The Young Parenthood Program (Florsheim et al., 2012; Florsheim, McArthur, Hudak, Heavin,
& Burrow-Sanchez, 2011), an Early Intervention Program (Koniak-Griffin et al., 2002; Koniak-
Griffin, Anderson, Verzemnieks, & Brecht, 2000; Koniak-Griffin, Mathenge, Anderson, &
Verzemnieks, 1999; Koniak-Griffin et al., 2003), Resource Mothers Program (Rogers, Peoples-
30
Sheps, & Sorenson, 1995; Rogers, Peoples-Sheps, & Suchindran, 1996), Home Visiting and
Primary Care (Barnet, Liu, DeVoe, Alperovitz-Bichell, & Duggan, 2007), Nurse Family
Partnership (NFP) (Gray, Sheeder, O'Brien, & Stevens-Simon, 2006), a Home Visiting
Intervention in American Indian (AI) Adolescents (Barlow et al., 2006; Ginsburg et al., 2008),
The Pregnant and Parenting Teen Program (Schaffer, Goodhue, Stennes, & Lanigan, 2012), and
Girl Talk (Katz et al., 2011).
Community-based program studies often reported a conceptual/theoretical framework
that guided intervention activities and expected outcomes. The Nurse-Family Partnership model,
based on an evidence-based intervention by Olds (2006) that draws from human ecology, self-
efficacy, and human attachment theories, was frequently cited as contributing to study design
(Gray et al., 2006; Koniak-Griffin et al., 2002; Koniak-Griffin et al., 2000; Koniak-Griffin et al.,
1999; Koniak-Griffin et al., 2003; Schaffer et al., 2012). Social cognitive theory (Barnet et al.,
2007), and adolescent development theory (Katz et al., 2011) integrated with family systems
theory (Florsheim et al., 2012; Florsheim et al., 2011) were also noted as providing theoretical
guidance to intervention studies. The Resource Mothers Program was guided by the assumption
that the provision of social support programs would improve pregnancy outcomes (Rogers et al.,
1995; Rogers et al., 1996), while the Home Visiting Intervention in AI Adolescents was modeled
after an American Academy of Pediatrics guide titled “Healthy Families America” (Barlow et
al., 2006; Ginsburg et al., 2008).
Six community-based programs were home visiting interventions, and shared a number
of main components including education about pregnancy, labor and delivery, infant care and
development, and sexual and mental health: Home Visiting Intervention Among AI Adolescents
(Barlow et al., 2006, Ginsburg et al., 2008), Home Visiting and Primary Care (Barnet et al.,
31
2007), NFP (Gray et al., 2006), Early Intervention Program (Koniak-Griffin et al., 2002; Koniak-
Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003), Resources Mothers
Program, (Rogers et al., 1995; Rogers et al., 1996) and the Pregnant and Parenting Team
Program (Schaffer et al., 2012). Home visiting interventions involved a caring relationship
between the adolescent participant and her baby and the home visitor, who often provided
counseling on contraception and family planning, help with setting personal goals with an
emphasis on school completion, interpersonal skills and social support enhancement, and general
case management with linkages to relevant resources and primary care (Barlow et al., 2006;
Barnet et al., 2007; Ginsburg et al., 2008; Gray et al., 2006; Jones & Mondy, 1994; Klerman et
al., 2003; Koniak-Griffin et al., 2002; Koniak-Griffin et al., 2000; Koniak-Griffin et al., 1999;
Koniak-Griffin et al., 2003; Omar et al., 2008; Rogers et al., 1995; Rogers et al., 1996; Schaffer
et al., 2012) .
The Girl Talk intervention provided services similar to those seen in home visiting
interventions, using frequent mobile phone sessions to develop positive teen attitudes, improve
communication with partners, family members, and other supportive individuals, increase
knowledge of health risks, and delay additional childbearing (Katz et al., 2011). The Young
Parenthood Program provided interpersonal counseling to pregnant adolescents with their
partners to promote positive coparenting and a reduction in intimate partner violence (IPV)
(Florsheim et al., 2012; Florsheim et al., 2011).
The NFP, the Early Intervention Program, and the Pregnant and Parenting Teen Program
utilized registered public health nurses (Gray et al., 2006; Koniak-Griffin et al., 2002; Koniak-
Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003; Schaffer et al., 2012)
as program facilitators and support. Trained paraprofessional women who were usually culturally
32
matched to participants facilitated the Home Visiting Intervention in AI Adolescents and the
Resource Mother’s Program (Barlow et al., 2006; Barnet et al., 2007; Ginsburg et al., 2008;
Rogers et al., 1995; Rogers et al., 1996), while The Young Parenthood Program and Girl Talk
employed master’s-level counselors (Florsheim et al., 2012; Florsheim et al., 2011; Katz et al.,
2011).
Program activities were conducted primarily on an individualized basis, and program
length ranged from ten weeks to over two years. Home visiting interventions were fairly
frequent, with visits beginning during the first or second trimester of pregnancy and ending at six
months post-birth in the Home Visiting Intervention for AI Adolescents (Barlow et al., 2006;
Ginsburg et al., 2008), one year post-birth for the Early Intervention Program (Koniak-Griffin et
al., 2002; Koniak-Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003;
Rogers et al., 1995; Rogers et al., 1996), or when the participant’s baby turned two years old as
in the Home Visiting and Primary Care and NFP interventions (Barnet et al., 2007; Gray et al.,
2006). The Early Intervention Program included a series of four “preparation for motherhood”
classes in a group format as a supplement to home visits (Koniak-Griffin et al., 1999). The
Young Parent Program was comprised of 10 weekly 75-minute partner therapy sessions
(Florsheim et al., 2012; Florsheim et al., 2011), and Girl Talk provided about 42 individual
mobile counseling sessions throughout 18 months postpartum (Katz et al., 2011).
A number of adolescent and infant outcomes were reported as part of community-based
program evaluations, including a battery of maternal and infant pregnancy and birth outcomes,
and clinical care utilization or hospitalization rates (Koniak-Griffin et al., 2002; Koniak-Griffin
et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003; Rogers et al., 1995; Rogers
et al., 1996; Schaffer et al., 2012). Repeat teen pregnancy and birth was a frequently reported
33
outcome (Gray et al., 2006; Katz et al., 2011; Koniak-Griffin et al., 2002; Koniak-Griffin et al.,
2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003). Parenting knowledge and skills
were reported for participants of Home Visiting and Primary Care (Barnet et al., 2007), and the
Home Visiting Intervention for AI Adolescents, along with measures of social support and
family conflict (Barlow et al., 2006; Ginsburg et al., 2008). The Young Parenthood Program
measured the risk or incidence of IPV and parental involvement (Florsheim et al., 2011;
Florsheim et al., 2012).
Programs based in the community were successful at improving infant outcomes; 95% of
teens active in the Pregnant and Parenting Team Program delivered healthy, full-term infants
(Schaffer et al., 2012). Infants born to mothers enrolled in the Early Intervention Program were
generally born full term and with a healthy weight, experienced fewer days and incidents of
hospitalization, and received the appropriate immunizations, results that were improved
compared to teens receiving traditional public health nursing care (Koniak-Griffin et al., 2002;
Koniak-Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003). The
Resource Mother Program increased the proportion of teens receiving adequate prenatal care,
and unmarried participants were less likely to deliver a preterm baby than comparison group
counterparts (Rogers et al., 1995; Rogers et al., 1996).
Outcomes for repeat teen birth were promising; at two years follow-up Early Intervention
Program participants experienced 15% fewer repeat teen births (Koniak-Griffin et al., 2003), and
Gray et al. (2006) reported that teens enrolled in the Nurse Family Partnership that experienced a
repeat pregnancy tended to not be using a contraceptive method at six months postpartum. Girl
Talk increased the amount of time between a teen’s first birth and a subsequent pregnancy, an
effect seen among participants aged 15 to 17 (Katz et al., 2011).

34
Parenting scores for teens involved in the Home Visiting and Primary Care intervention
increased from pre- to post- test, and participants were more than three times more likely to
continue school after the birth of their baby (Barnet et al., 2007). Participants in the Pregnant and
Parenting Team Program had higher school attendance and graduation rates at two years follow
up (Schaffer et al., 2012). The Young Parenthood Program produced positive father involvement
at 18 months post-birth as well as a significant reduction in the risk of intimate partner violence
for a time following the birth of participants’ babies, but these results were not sustained at later
follow-up (Florsheim et al., 2011; Florsheim et al., 2012).
Community-based interventions were able to target myriad outcomes by providing
support through a caring, knowledgeable and reliable facilitator while meeting young women
where they are most comfortable. Home visiting interventions were most prevalent, often citing
Olds’ evidence-based Nurse Family Partnership model (Olds, 2006) as guiding program design.
Case management, or providing linkages to relevant medical and social services, was another
common feature of community-based programs. Researchers reported involving supportive
family, friends, and peers in intervention activities when possible, but only the Young
Parenthood Program focused on enhancing the relationship between the pregnant teen and her
partner (Florsheim et al., 2012; Florsheim et al., 2011). Girl Talk utilizes a fairly innovative
intervention approach by providing supportive services via mobile phones (Katz et al., 2011).
4.1.4 Comparison Studies
Three studies were determined to be comparison studies, and six programs were evaluated in
these publications. The North Carolina Adolescent Parenting Program (APP) compared
35
outcomes in participants who entered the program while pregnant (pregnant-entry) to those who
had enrolled after giving birth to their baby (parenting-entry) (Sangalang & Rounds, 2005).
Jones and Mondy (1994) compared outcomes from a clinic-based program named Lifespan to
those of a school-based program, and the Teenage Parent Welfare Demonstration (TPWD) was
compared to home visiting and school-based interventions with similar goals (Klerman et al.,
2003).
Comparison studies typically reported on previously published interventions or used
secondary data, and a theoretical or conceptual basis was not reported for any included
interventions. Jones and Mondy (1994) and Sangalang and Rounds (2005) did include a literature
review within their publications, providing the context and relevance of their research.
The APP was a North Carolina-wide, community-based intervention that provided a
combination of individualized case management and group meetings for adolescent parents
(Sangalang & Rounds, 2005). The Lifespan program delivered an educational curriculum to
groups at their prenatal care clinic, and was compared to a local public alternative school, or
“Special School” for pregnant and parenting teens that provided prenatal care on-site (Jones &
Mondy, 1994) similar to those described in section 4.2.2 – School-Based Interventions. TPWD
provided case management, educational workshops and employment training, social support,
childcare, and transportation assistance to low-income adolescent parents through a local welfare
department (Klerman et al., 2003). Klerman, Baker, and Howard (2003) compared outcomes of
the TPWD to the New Chance model in which a combination of schools and community-service
organizations have provided similar services including personal and child development guidance,
and a home visiting intervention with an emphasis on health and social services as well as
promoting supportive services.

36
A variety of program facilitators were reported in comparison studies, including
bachelor’s- or master’s-trained coordinators of the APP (Sangalang & Rounds, 2005), who were
similar to the case managers or social service personnel delivering the TPWD and New Chance
(Klerman et al., 2003). The home visiting intervention was facilitated by nurses (Klerman et al.,
2003), who also likely played a part in the Special School, compared to trained volunteers who
facilitated the Lifespan program (Jones & Mondy, 1994).
Though the frequency and mode of programs included in comparison studies was not
always reported (Klerman et al., 2003), programs provided individualized medical care and/or
case management supplemented with group education and support (Jones & Mondy, 1994;
Sangalang & Rounds, 2005).
Repeat teen births was examined by Klerman, Baker and Howard (2003) and Jones and
Mondy (1994), who also studied a number of prenatal, postpartum, and family planning clinic
visits, high school completion, and selected infant health outcomes at five years follow-up. Most
outcomes were similar for groups of participants, but a significant difference was noted in repeat
teen births; the NFP was found to be most effective at delaying second pregnancy versus a
community- or school-based program (Klerman et al., 2003). The APP program study focused on
the outcomes of maternal substance use, contraceptive use, and parenting knowledge at one year
follow-up, and found improved outcomes in all participants when compared to non-participants
(Sangalang & Rounds, 2005). Contraceptive use and parenting knowledge were significantly
increased in pregnant-entry, versus parenting-entry participants (Sangalang & Rounds, 2005).
Comparison studies may be useful to assess benefits and limitations of different
intervention designs and methods. Outcomes for participants entering North Carolina’s APP
while pregnant were improved versus those who entered while already parenting, a finding that
37
supports previous research (Sangalang & Rounds, 2005). Interventions modeled on the NFP
produced improved results in repeat teen births over selected community- and school-based
programs (Klerman et al., 2003).
38
5.0 DISCUSSION
The purpose of this thesis was to present intervention studies to improve social support for
pregnant adolescents. In order to meet this purpose, a systematic literature review of three
databases was conducted, yielding 25 included programs reported on in 33 publications. The
following section presents a summary of review findings by intervention setting, the limitations
of these findings, and issues to be addressed in future research.
5.1 SUMMARY OF FINDINGS
The findings of this literature review suggest that there is a variety of valid interventions that
provide supportive services to minority, pregnant youth in clinic-, school-, and community-
based settings. Eight of the studies included were in community-based settings, followed closely
by seven programs in school-based settings, and seven in a clinical setting. Many programs
aimed to be comprehensive, providing access to medical care for teens and their babies,
connections to social resources, and tools for self-sufficiency. Programs reported careful
selection, thorough training, and adequate supervision of the facilitators directly providing
services to pregnant teens. Supportive, caring, and well-trained facilitators should be available to
39
care for, counsel, and/or mentor young women as they adapt to the changes that accompany
pregnancy, parenting and adulthood.
5.1.1 Clinical Interventions
Clinical interventions tended to focus on providing adequate prenatal and perinatal care to
teens and their babies, were successful at reducing repeat teen pregnancy and birth, increased
the frequency of healthy child clinic visits, and improved maternal mental health outcomes.
Informational support was provided in the medical setting in the form of education and resources
to enable a teen parent to be successful. Emotional support was also provided through more
therapeutic interventions, as well as within programs fostering peer-support relationships
between pregnant teens in a group setting.
Though participants of programs with a group component reported high levels of
satisfaction (TAM-G, Roye et al., 1996; Centering Pregnancy, Grady et al., 2004; Bloom, 2005),
Phipps et al. (2013) reported a change in the REACH Program design to accommodate
individualized care due to requests from participants. Knowledge of target population
preferences can be gained though qualitative formative research, and may be useful in promoting
patient satisfaction.
5.1.2 School – Based Programs
School-based programs had a unique opportunity to provide intensive services along with
education, and capitalize on the potential peer support that could be found among teens
40
sharing the same pregnancy and parenting experiences. Schools and school programs
assisted their students in achieving academic and parenting success through the provision of
tangible support, such as childcare and transportation to school and prenatal
appointments, as well as informational education and employment support.
Interventions for pregnant and parenting students in a school setting were successful at
increasing contraceptive use (The Paquin School, Amin & Sato, 2004), preventing repeat teen
births (Second Chance Club, Key, Barbosa, & Owens, 2001), improving infant outcomes (Polly
T. McCabe Center; Seitz & Apfel, 1994), and promoting breastfeeding (BEST Club; Volpe &
Bear, 2000) among this group. Participants also expressed satisfaction and utility in involvement
with school-based programs. More research is needed to identify an evidence-based and
adaptable model for use in communities without these programs, as well as standardized
evaluation measures for existing programs. It may also be important to follow up with parenting
students, who usually return to their regular schools a season after giving birth (Spear, 2002).
School administrators should seek to develop collaborative ties with other agencies in order to
ensure sustainable provision of the comprehensive services that enable these programs to be
successful (Amin and Sato, 2004).
5.1.3 Community – Based Programs
Community-based programs targeted many issues due to community needs and agency focus,
and evidence-based home visiting interventions were most prevalent. Home visiting
interventions provide informational and emotional support to assist adolescents
through pregnancy and parenting experiences. Interventions that provided services in
participants' homes or another space that they identify were largely successful at reaching
41
program goals. Participants experienced fewer repeat teen births (Nurse Family Partnership,
Gray et al., 2006; Girl Talk, Katz et al., 2011; Early Intervention Program, Koniak-Griffin et
al., 2002; Koniak-Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003)
and improved infant outcomes (Early Intervention Program, Koniak-Griffin et al., 2002;
Koniak-Griffin et al., 2000; Koniak-Griffin et al., 1999; Koniak-Griffin et al., 2003; Resource
Mothers Program, Rogers et al., 1995; Rogers et al., 1996; Pregnant and Parenting Team
Program, Schaffer et al., 2012).
Programs that promoted healthy partner relationships were successful, and more
programs should be replicated that engage young parents before their baby is born. Despite
supportive programs, young mothers from minority populations continue to experience elevated
risks of postpartum depression, repeat pregnancy, and fragmented social and medical services
(Klein & American Academy of Pediatrics Committee, 2005).
5.2 LIMITATIONS
This systematic literature review has several limitations. Only three databases were searched,
only articles available through the University of Pittsburgh University Library System or Health
Sciences Library System were reviewed, and grey literature was not included in searches or
review. There may be additional or unpublished, successful social support interventions that
were not identified in this review.
The most common limitation of included literature is the absence of a true control group
or the failure to use any comparison group, which limits the ability to assess the success of an
42
intervention. Only eight out of 25 interventions (TFS+B, Albrecht et al., 1998; Home Visiting
Intervention Among AI Adolescents, Barlow et al., 2006; Home Visiting and Primary Care
Linkage, Barnet et al., 2007; Young Parenthood Program, Florsheim et al., 2012, Florsheim et
al., 2011; Prenatal Care Intervention, Ford et al., 2002; Girl Talk, Katz et al., 2011; Early
Intervention Program, Koniak-Griffin et al., 2002, Koniak-Griffin et al., 2000, Koniak-Griffin et
al., 1999, Koniak-Griffin et al., 2003; REACH Program Phipps et al., 2013) reported using a
randomized control design, which is not surprising when considering the ethical issues an agency
may face when deciding whether to deny potential benefits to control group participants. Many
studies made an effort to provide some comparison group, reporting outcomes of a ‘usual care’
group or statistics from a geographically and demographically similar population. Studies also
commonly reported high attrition and nonresponse rates. Participants who dropped out of a study
or cannot be contacted for follow-up may have been fundamentally different than those who
stayed enrolled and in touch in the program (Akinbami, Cheng, & Kornfeld, 2001). Programs
should have a strategy in place to minimize loss to follow-up, which may include incentives for
data collection and flexibility in data collection locations and methods (Patchen, Letourneau, &
Berggren, 2013). Another limitation of the presented literature is the inability to account for or
report the influence of services or activities outside of the program scope, which may have had
an influence on outcomes. Research studies demonstrating positive impact are more likely to be
published; this publication bias may overstate the benefits of programs with a strong social
support component among pregnant teens.
43
5.3 DIRECTIONS FOR FUTURE RESEARCH
Future efforts should include the replication and evaluation of evidence-supported programs.
Research should seek to identify program characteristics that are particularly effective at
promoting desired outcomes. The acceptability of interventions may be maximized by
tailoring program materials and delivery to be culturally appropriate and appealing to teens from
different racial and ethnic backgrounds (Phipps et al., 2013). More qualitative research should be
conducted in order to obtain valuable input and feedback from current and potential program
participants to guide local program implementation. Some innovative social support programs
have reported promising results in pregnant and parenting teens (Hudson, Elek, Westfall,
Grabau, & Fleck, 1999; Katz et al., 2011). Interventions utilizing mobile devices, computers,
or the World Wide Web may be able to target hard-to-reach adolescent populations in urban
or rural areas, and should be further replicated and evaluated. Interestingly, only one
intervention (Ford et al., 2002) included high school diploma or GED receipt as a
reported outcome. Education is intrinsically tied to health, and pregnancy is a top contributor
to female high school dropouts (Freudenberg & Ruglis, 2007); more needs to be learned about
how to promote school completion for young women becoming mothers.
44
6.0 CONCLUSION
Though teen pregnancy has declined in recent years, disparities in outcomes of young White and
minority mothers persist, and adolescent pregnancy remains an important social equity issue with
consequences that span generations. A supportive social network has been shown to ameliorate
negative symptoms in pregnant and parenting adolescents, decreasing the likelihood of
depression (Cox et al., 2008; Edwards et al., 2012), demonstrating a positive effect on birth and
parenting outcomes, and providing many other benefits to the well being of mom and baby
(Coffman & Ray, 2002; Logsdon et al., 2005). Social support interventions have the potential
to reduce the risk of mental health issues that influence parenting success in teen moms
and development of their babies through the life course. A systematic search of
supportive interventions yielded 25 social support programs among minority teens based in
clinic, school, and community settings, as well as a few comparison studies. The findings of this
review suggest that available programs have been successful at improving adolescent and
infant health outcomes, increasing parental knowledge and comfort, enhancing relationships
between teens and supportive individuals, and preventing repeat teen births, among a bevy
of other positive outcomes. Successful programs should be implemented by local agencies
hoping to improve outcomes in their population of pregnant teens, and should perform
45
formative and evaluative research inclusive of target participants’ input if possible. As we
move into an increasingly technology-driven future, interventions that provide supportive
services via mobile or Internet interfaces should be evaluated for efficacy and effectiveness
(Hudson et al., 1999).
46
APPENDIX
SYSTEMATIC REVIEW TABLES AND FIGURES
47
Figure 1. PRISMA Flow Diagram
48
Table 1. Search Terms Used in PubMed, PsycINFO and CINAHL
Search Order Search Terms Used
S1 "Pregnancy in Adolescence" OR "adolescent pregnancy" OR
(“Pregnancy” AND “Adolescence”)
S2 "social support" OR (MH "Support, Psychosocial")
S3 S1 AND S2
S4 S1 AND (S2 OR "support")
S5 S4 AND (program OR intervention)
S6 S5 AND (family OR group OR church OR peer OR medical)
S7 S5 AND (family OR group OR church OR peer OR medical OR
prenatal)
49
Table 2. Studies by Program Name and Setting
Type of Number of
Study name or identifier study publications
Young Parenthood Program CB 2
Resource Mothers Program CB 2
Early Intervention Program CB 4
Pregnant & Parenting Team Program CB 1
Teenage Parent Welfare Demonstration CS 1
A Nurturing Alternative School Program SB 1
Nurse Family Partnership CB 1
Home Visiting & Primary Care CB 1
Girl Talk CB 1
Integrated Services Program CI 1
Teen FreshStart with a buddy CI 1
Teenage Mothers - Grandmothers CI 1
REACH Program CI 1
Comprehensive Young Parenting Program CI 1
AI Home Visiting CB 2
Second Chance Club SB 2
Touchpoints SB 1
Polly T. McCabe Center SB 1
BEST Club SB 1
The Paquin School SB 1
Depression & Social Support Intervention SB 1
Centering Pregnancy CI 2
Lifespan vs. Special School CS 1
NC Adolescent Parenting Program CS 1
Prenatal Care Intervention CI 1
Totals for # of studies by type of studies & # of publications
Community-Based 8 14
Clinical Intervention 7 8
School-Based 7 8
Comparison Study 3 3
Total number of studies & number of publications 25 33

Key
Types of studies: Abbreviation
Community-Based CB
Clinical Intervention CI
School-Based SB
Comparison Study CS
50
Table 3. Program Characteristics
Program Name Location Participant Theoretical/ Program Components Facilitators Mode Outcomes
and First Author(s) And Setting Characteristics Conceptual Basis Supportive characteristics Who
provided
support?
Comprehensive 1386 teen mothers Teen-Tot model - Comprehensive care: for Physicians, Varies Significant reduction
Young Parent between ages 11 – 19 comprehensive mom pre-, post partum & nurses, social according to in repeat teen
Program University- care for mom & baby; Continuity of Care; workers, adolescent's pregnancy within 3
based health 50.4% Black, baby flexible hours; financial nutritionist, needs years - 11 (.79%)
(Omar et al., 2008) center .6% Hispanic incentive; extensive psychologist reported RTP
contraception counseling;
V. state statistics routine phone/mail No control group
reminders
Prenatal Care Detroit, 282 young mothers Social Cognitive Scheduled mastery Peers (take Group LBW 6.6% v 12.5;
Intervention for Michigan ages 13-21 Theory modeling, peer-support vitals), "nurse pregnancy within a
Adolescent Mothers group, education & practitioner year 15.8 v 20.4,
Five clinics 94% African American, educational materials or other
(Ford et al, 2002) 2% Other health working status, low
professional" school attendance in
usual care control both groups
group
<50% response at
1yr follow-up
Centering Pregnancy St. Louis 124 pregnant teens; Previously tested Care, Education & Support; 3 certified group of 8- 87% returned for
93.6% African model, developed topics: pregnancy issues, midwives, 12, 12 total postpartum visit
(Grady et al., 2004; Teen American, 1% other by clinician - no nutrition, childbirth prep, social sessions
Bloom, 2005) Pregnancy theory specified infant care, communication worker, every 4 wks positive pregnancy
Center at nutritionist, for first 4 outcomes, low rates
hospital Peer assistants (as role RN, education months then of PTB,LBW
model), family support coordinator, every 2
School- secretary, weeks, 10.34% RTP at 1yr
based health Formal and informal medical group
clinic educational discussion, assistant; prenatal patients satisfied
involvement of resource assessments with care; 100%
people that provide specific practitioner participation in
expertise and assistant “other moms- Centering group-
(nurse) to-be were open-ended
feeling the interviews
same”
51
Table 3 continued
Program Name Location Participant Theoretical/ Program Components Facilitator Mode Outcomes
and First Author(s) And Setting Characteristics Conceptual Basis
REACH Program Providence, 54 teens ages 13- 18; based on an Intensive interpersonal facilitator Group & Postpartum
Rhode 53.7% Hispanic, 16.7% program found to therapy - effective used detailed Individual - 5 depression (PPD)
(Phipps et al., 2013) Island Black reduce post communication /conflict program sessions was significantly
partum depression resolution skills, manual 1x/wk pre- lower - 33%
Prenatal v. didactic class in adults on public expectations of birth, reduction in PPD risk
clinic assistance motherhood, stress postpartum
management, baby blues v booster Pilot study;
Culturally tailored depression, development of session randomized
focus-group support system & healthy
inquiry relationships, goal setting,
psychosocial resources
Baby Basics book
as resource
Teenage Mothers- Bronx, NY 154 women ages 13 - intervention based Grandmother- teen pair; pediatric prenatal care TAM-G teens sig. less
Grandmothers 17, 57.1% Puerto on literature Educational sessions on: nurse & group likely to drop out of
Program (TAM-G) Adolescent Rican, 23% Black, suggesting labor and delivery, changes practitioner, classes school; higher self
prenatal 10.6% Hispanic grandmother in pregnancy, STDSs and social worker biweekly esteem scores; trend
(Roye et al., 1996) clinic support is critical aids prevention, teen until last towards lower-repeat
to teen mom concerns, sexuality and “someone semester, pregnancy
v. teens in same success family planning, infant care, cared…before weekly in last
program w/o emotional needs of children, and after [the 2 months- Open ended
Grandmother nutrition birth]” Grandmother interviews expressed
attend 4 1- satisfaction
informal support group on-1 sessions
3rd includes
teen mom
Integrated Services Washington, 187 pregnant teens Youth Address immediate need for Medical Individual Successful at
Program to Prevent D.C. development medical care; provide provider health preventing
Subsequent Birth ages 12-18, 61.3% AA, theoretical psychological, social, and (midwife or education subsequent teen
Hospital 36.5% Hispanic framework emotional support through physician), and case pregnancy and birth:
(Patchen et al., 2013) based & activities; assist with licensed management, 8% of subsequent
community education continuation and social plus access to births among
based health completion, job skills worker, + at group participants
centers development least one activities Promoted
other (youth contraceptive
Multiple points of access to development utilization: 94.6%
services specialist, reported use of
nurse health contraceptive; 80.6%
educator, using long-acting
counselor) reversible
contraception at 6
months
no suitable
comparison group
52
Table 3 continued
Teen FreshStart with University 46 teens 12-20 years Problem - Heighten awareness and Not reported Eight group smoking cessation:
a Buddy (TFS+B) of old who report behavior theory, attention to smoking - meant to be sessions with 30% quit in +Buddy
Program Pittsburgh smoking and are cognitive behavior, cessation, motivational administered non-smoking group v 16%
pregnant developed by messages, build/enhance in primary peer "buddy"
(Albrecht et al., 1998) American Cancer smoking cessation skills, care by nurse TFS+B smoked 4
TFS minus buddy, Society effects of smoking on or physician fewer cigarettes/day
usual care combined pregnancy and fetus, body
comparison image changes and overall Small sample, high
health dropout
The Second Chance 50 pregnant or not reported parenting, career planning, Project weekly group Successfully
Club parenting AA HS adolescent issues and group coordinator meetings prevented repeat
urban public students support; trained as throughout birth at 3y follow-up,
(Key, Barbosa, & high school participation in school social school year, 1 6% in participants v.
Owens, 2001; events such as a club; worker, individual 37% control
Key et al, 2005) individual case mgmt and racially and home visit
one home visit; culturally and some Program effective at
medical care for adolescent matched case mgmt keeping RTP low
and infant off site; during intervention
student selected service phase v. matched zip
projects providing outreach codes
to community and at-risk
middle school girls-
Touchpoints rural TX Convenience sample of developmental/rel Curriculum focusing on PI - pediatric Once-weekly Class improved on
20 pregnant/ ational approach infant states and behaviors/ nursing class meeting parenting sense of
(Percy et al., 2001) alternative parenting students to teaching child development used as guide professor, 2 following competence scale
HS for development for 1- semester child research guided (PSOC)
parenting development course. assistants interview
teens Iterative course focused on (PhD, MA format Open ended
student issues – prepared responses:
encouraged to discuss community “helpful”
hopes, fears, and health nurse) “you can talk about
frustrations as parents anything”
53
Table 3 continued
The Polly T. McCabe New Haven, 1-year birth cohort of likened setting regular school district teachers, alternative Sig. lower incidence
Center CT students where pregnant calendar, schedule, and nurses, and school, daily of PTB, LBW
teens were curriculum; social attendance deliveries in students
(Seitz et al., 1994) alternative mid-gestation entry v. supervised by social and medical services workers of from when attending McCabe
school for later entry nurses 5 days of off site ; mixed pregnancy is from mid-gestation,
pregnant week to Olds et al comprehensive approach ethnic/racial made known v. later
and home visiting composition until
parenting intervention semester of
teens child's birth;
The BEST Club Brevard pregnant*/parenting based on literature [In addition to academic certified 3x/week 1 hr 65.1% reported
County, FL students ages 14 – 19 on factors affecting course work, courses like lactation group breastfeeding
(Volpe et al., 2000) n= 43 multiethnic adult childbirth prep, CPR, infant consultant sessions initiation v. 14.6%
High School breastfeeding care, series of parenting RN
program control group, n=48 classes; on-site daycare] instructor, no follow-up
developed 3 comprehensive breastfeeding
for pregnant breastfeeding education peer
teens sessions & support counselor
The Paquin School Baltimore, 371 assumption that Alternative comprehensive school School-wide Higher use of
Program MD pregnant/parenting adolescents often school program; personnel, contraception (86.7
students receive educational and nurses v. 77.4), more long-
(Amin et al., 2004) public fragmented employment counseling acting contraception
school for services, while services, parenting use (56.9 % v. 45.8)
pregnant/pa comprehensive education, transport in Paquin School
renting approach yields assistance, child care, school students
teens benefits clinic services, family
planning info and services -
medical care off site
Depression and 128 pregnant teens based on lit [Within school's program research 1 - time video Did not decrease
Social Support enrolled in alt school; synthesis of which offered assistant watch & take- symptoms of PPD at
Intervention alternative 56% African American, support needed - transportation, child care, home 6w postpartum
school for 6% other dual coding theory health services, and pamphlet
(Logsdon et al., 2005) pregnant minimal individual
and comparison group not counseling;] Social support
parenting enrolled in alternative intervention, pamphlet and
teens school video addressing various
aspects of support
54
Table 3 continued
Reading, Writing, and Southeaster majority AA pregnant ethnographic School offered district faculty, daily Emergent themes:
Having Babies: a n US and parenting approach curriculum as well as school nurse attendance nurture and positive
Nurturing students ages 12 - 19 tailored health course info, , from when regard; sisterhood
Alternative School alternative child care, a couple home “The teachers pregnancy is and belonging;
Program school for visits care.. and made known mentoring and
pregnant accept me” until family; proactive
(Spear, 2002) and semester of learning and
parenting child's birth academic pride
teens
The Young Community- 105 pregnant teen- Integration of development of Masters 75 min, Positive father
Parenthood Program based, partner couples family systems interpersonal skills needed trained 1x/week x 10 involvement at 18m
client- 50% Latina theory and for positive coparenting and clinicians wks with post-birth
(Florsheim et al., centered 14-18yrs adolescent parenting > child (grad couples Significant reduction
2011; preference development development students) - in risk of IPV after
Florsheim et al., 2012) for prenatal theory counselors birth – results were
clinic, customized to needs and not sustained at
community circumstances of couple second follow-up
setting, or
home small sample
Early Intervention home majority Latina and Drew from Olds Federally funded public health series for 4 Fewer days of infant
Program visiting African American NFP- Human nurse group classes hosp. at 6m, low rates
intervention pregnant teens ages ecology theory, Case management 6hrs t of PTB and LBW in
(Koniak-Griffin et al., 14- 19 self-efficacy, Preparation for motherhood ; ~17 home both groups;
1999; human attachment classes: visits,2.5 Significantly fewer
Koniak-Griffin et al., compared to similar Health, Life Skills, Sexuality hrs/visit days/incidents of
2000; teens receiving & Family planning; Maternal from infant hospitalization
Koniak-Griffin et al., traditional public Role; Social Support pregnancy Increased infant
2002; health nursing care Systems thru infant immunization
Koniak-Griffin et al., yr1 At 2yrs, 15% fewer
2003) Videotape instruction and PTB in EIP
feedback
Regular phone calls
55
Table 3 continued
Resource Mother home >75% African Assumption: social facilitate use of prenatal and "Resource monthly Adequacy of prenatal
Program (RMP) visiting American, under 18 support services social support services, Mothers" - home visits care was improved,
intervention will improve provide education and paraprofessio during Participants initiated
(Rogers et al.1995; run by state pilot (n= 575) pregnancy reduce risk factors e.g. nal women pregnancy, at care earlier,
Rogers et al., 1996) w mixed scaled up project outcomes smoking; flexible based on selected from hospital, thru Unmarried teens in
funds (n=1901) needs community yr1 RMP less likely to
comparison (n=4613) employed full have PTB than in
time, 3-6wks comparison group
intensive
training,
supervision
Home Visiting and home 84 teens ages 12-18, Social Cognitive parenting curriculum, 1 of 3 female bi-weekly Parenting scores for
Primary Care visiting predominately African Theory adolescent curriculum for African from 3T to home-visited teens
intervention American health issues Americans, 2 yr1, then was 5.5 pts. higher,
(Barnet et al., 2007) in Baltimore days training monthly till participants 3.5 times
and ongoing yr2 more likely to
continue school
No effect on primary
care linkage
Nurse Family home 111 pregnant teens Olds NFP model - Optimize: pregnancy Registered weekly 4 wks Teens experiencing a
Partnership (NFP) visiting 18% Black, 54.1% Human ecology outcomes by help women nurse, after repeat pregnancy
intervention Hispanic theory, self- improve health-related “helping enrollment, tended to not be
(Gray et al., 2006) -Nurse efficacy, human behaviors; child health & professional” every 2 wks using a contraceptive
Family attachment development by help till delivery, method 6m
Partnership parents provide competent weekly 4wks postpartum,
care; maternal life course after delivery, adequate family
development by help bi-weekly planning counseling
women develop a vision for thru 21 wks not reporting
future post birth,
monthly till
2yrs
56
Table 3 continued
Home Visiting home 53 pregnant American Modeled on Prenatal care, labor & AI women 25 home Significantly higher
Intervention Among visiting Indian adolescents "Healthy Families delivery, breastfeeding & with 500 hrs visits parental knowledge
American Indian (AI) intervention ages 12-19 America", Based nutrition, parenting, infant training & including 41 and involvement
Adolescents on AAP Guide to care, family planning, STD personal discrete scores, 2 & 6 mths
Baby Care, Caring prevention and maternal experience or lessons - postpartum
(Barlow et al., 2006; for your baby & goal setting for interest in 28wks
Ginsberg et al., 2008) young child, birth - personal/family population gestation to Elevated risk of
5yrs development 6mth post- depression among AI
birth participants
Family strengthening
low response rate,
high dropout
Pregnant and home 45% AA, 27% based on effective a trusting relationship w public health scheduled, 95% of participants
Parenting Team visiting Hispanic, also White, programs in lit PHN (case mgmt, service nurse, may protocols with >5 HV had
Program intervention Asian, AI, African - coordination); outreach and also be visits in home healthy full-term
pregnant under 20 coordination w schools; a assigned or births (v. 91%),
(Schaffer et al., 2012) comprehensive and trained community higher school
intensive maternal mental paraprofessio site; attendance and
health curriculum; nal to assist frequency not graduation rates in
community support and w community reported program group at
caring thru provision of linkages 2yrs post-birth, high
essential items needed for teen satisfaction
parenting success (cribs,
warm clothing, transport
assist)
Girl Talk Washington, 124 AA or Latina teens schema based on to improve reproductive Counselors- 42 calls over Intervention
D.C. aged 15-19 (or still in social -contextual health planning and delay matched, 18m increased time to
(Katz et al., 2011) H.S) factors related to further childbearing - build Master's- postpartum RTP, effect seen in
Community- teen development knowledge of health risks, level young teens aged 15-17
based - v. 125 usual care and influencing developing positive teen women
contact thru pregnancy spacing attitudes& skills for future Small sample, new
cell phones self-regulation & Program model
focused on teen’s orientation. Improve manual
own goals and partner communication,
needs resist peer pressure, Workbook w
increase connectedness w visual aids
family, health provider, provided
school, work.
57
Table 3 continued
North Carolina's Comparison 91 pregnant/ not reported Services to lead to personal AAP Direct case Outcome improved
adolescent parenting study: parenting adolescents self-sufficiency and coordinators management for both groups, sig.
program (APP) Pregnant aged 12 to 18 years economic self support. (BS educated 3-4 times/m, higher contraceptive
entry v. Emphasis on in social occasional use, sig. increase in
(Sangalang et al., parenting pregnant at entry strengthen/establish work, group mtgs parenting knowledge
2005) entry - n=52 support system, preserve psychology, in pregnant-entry
state-wide family stability, develop sociology, participants
program, effective parenting skills, related; or
community- prevent child abuse and Masters
based neglect educated)- 18
hrs of in
service
training
Teenage Parent comparison >50% Black in all not reported TPWD: Case mgmt, TPWD & NC: differed, but Home visitation
Welfare study: - programs but one; educational workshops & case not reported produced sig.
Demonstration teenage TPWD & NC for training, employment & managers or reduction in RTP at
(TPWD) Project parent mothers, HV starts in social support, childcare, social service 2y, 36m , 45m
welfare pregnancy transportation help offered people.
(Klerman et al, 2003) demo thru welfare dept. NC: Case Survival analysis
(community mgmt, personal & child HV: nurses
) - New development, employment
Chance prep, childcare. HV:
(school & emphasis on health & social
municipal) - services, promoting
Home supportive relationships
Visitation
Lifespan v Special comparison Lifespan =37, Special not reported Lifespan is educational trained Lifespan: No sig. differences in
School study - a school = 71 support offered at time of volunteers group # of births, # of
special prenatal clinic v. Special delivered educational prenatal visits, or
(Jones et al, 1994) school, or school for pregnant/ Lifespan; sessions, birth weight between
administere parenting teens who receive nurse trained groups; RTB was
d in-clinic prenatal care on-site practitioners postnatal frequent
during in school visitation
prenatal setting volunteer Low response rate
care with for follow-up
incentives;
Special
school: topics
pertinent to
pregnancy as
well as on-
site prenatal
care
58
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SOCIAL SUPPORT IN PREGNANT TEENS:

A SYSTEMATIC REVIEW OF SOCIAL SUPPORT INTERVENTIONS

Makeda Awura Akua Vanderpuije

BA in Urban Studies, University of Pittsburgh, 2012

Submitted to the Graduate Faculty of

Behavioral and Community Health Sciences

Graduate School of Public Health in partial fulfillment

of the requirements for the degree of

Master of Public Health

Graduate School of Public Health

This thesis was presented

Martha Ann Terry, PhD

Evelyn O. Talbott, DrPH

Thesis Committee Chair: Beth A. D. Nolan, PhD

SOCIAL SUPPORT IN PREGNANT TEENS: A SYSTEMATIC REVIEW OF

SOCIAL SUPPORT INTERVENTIONS

Makeda Vanderpuije, MPH

University of Pittsburgh, 2014

thesis is to systematically present the research literature available documenting adolescent

theoretical basis, participant demographics, components, facilitators, intensity of intervention,

1.0 INTRODUCTION ........................................................................................................ 1

2.0 BACKGROUND: ADOLESCENT PREGNANCY .................................................. 2

2.1.1 Health Risks ..................................................................................................... 4

2.1.2 Social Factors ................................................................................................... 7

2.1.3 Psychosocial Factors and Outcomes .............................................................. 9

2.2 SOCIAL SUPPORT .......................................................................................... 10

2.3 PUBLIC HEALTH RELEVANCE .................................................................. 14

3.0 METHODS ................................................................................................................. 16

3.1 SEARCH STRATEGY...................................................................................... 16

3.2 INCLUSION AND EXCLUSION CRITERIA ............................................... 17

3.3 INFORMATION EXTRACTION ................................................................... 18

3.4 CLASSIFICATION OF ARTICLES ............................................................... 19

3.5 SELECTION OF ARTICLES .......................................................................... 19

4.0 RESULTS ................................................................................................................... 21

4.1 CHARACTERISTICS OF INTERVENTION BY SETTING ...................... 21

4.1.1 Clinical Interventions .................................................................................... 21

4.1.2 School – Based Interventions ........................................................................ 26

4.1.4 Comparison Studies....................................................................................... 35

5.0 DISCUSSION ............................................................................................................. 39

5.1 SUMMARY OF FINDINGS ............................................................................. 39

5.1.1 Clinical Interventions .................................................................................... 40

5.1.2 School – Based Programs .............................................................................. 40

5.1.3 Community – Based Programs ..................................................................... 41

5.2 LIMITATIONS .................................................................................................. 42

5.3 DIRECTIONS FOR FUTURE RESEARCH .................................................. 44

APPENDIX: SYSTEMATIC REVIEW TABLES AND FIGUES.......................................... 47

Table 1. Search Terms Used in PubMed, PsycINFO and CINAHL ............................................. 49

Table 2. Studies by Program Name and Setting ........................................................................... 50

Table 3. Program Characteristics .................................................................................................. 51

Figure 1. PRISMA Flow Diagram ................................................................................................ 48

Your love will forever remain in my heart.

as an important multi-level factor with potential to improve outcomes in maternal depression,

literature that is comprehensive and accessible to community practitioners.

socio-economic groups disproportionately experience poor reproductive health and family

planning outcomes (Hall, Moreau, & Trussell, 2011).

A convergence of social, behavioral, and environmental factors, for example,

American Academy of Pediatrics Committee, 2005), adolescent pregnancy remains a public

Babies of African American, minority, and low-socioeconomic status (a measure

& American Academy of Pediatrics Committee, 2005). In Pennsylvania, 16.3% of births to