Sentences with phrase «teen mothers often»

Because teen mothers often do not finish their high school education, home visiting professionals coach parents on continuing their education and finding stable employment.

Teen mothers often have fewer resources than older parents to provide for a healthy baby and for themselves.

While teen mothers often require more assistance as a result of this overlap, achieving that delicate balance can be difficult.

Not exact matches

Quite often, bottle feeding is actually the preferred feeding choice of the teen's mother or grandmother, significant other, and / or doctor.

Most of the teen clients she works with are open to breastfeeding, says Brown, but it's often the girls» mothers who don't want their daughters to miss work or school to feed their newborn.

The Teen Father Collaboration represents, according to the Ford Foundation, the first national attempt to extend to teen - age fathers the counseling and other social services often available to teen - age mothTeen Father Collaboration represents, according to the Ford Foundation, the first national attempt to extend to teen - age fathers the counseling and other social services often available to teen - age mothteen - age fathers the counseling and other social services often available to teen - age mothteen - age mothers.

Like Janet Finch's 1999 bestseller White Oleander, this is a raw and all too realistic story about a California teen forced to move from house to house — and often from bad situation to worse — after her well - intentioned but self - centered mother...

A mother comes face to face with the woman who would have murdered her baby.A child who's been betrayed by everyone hurts the only man who's ever shown her kindness.A teen stands at the crossroads of his impulses and his convictions.A reformed addict needs help from a total stranger to protect her child.Love lies at the heart of the Christian's journey, but in moments of crisis, love often seems the most difficult of the virtues.

Although teen mothers are an at - risk group due to their age, and they often face additional risk factors such as poverty, low education and single parenthood, we have not included them in this review.

We consider the narrower focus on adult mothers to be a strength, because the interventions aimed at adult mothers most often differ considerably from interventions for teen mothers; this specificity reduces heterogeneity in study outcomes that are often present between the teen and adult interventions.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicMothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographicmothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.