Teenage Pregnancy: Impact of the Integral Attention Given to the Pregnant Teenager and Adolescent Mother as a Protective Factor for Repeat Pregnancy

Abstract

The purpose of this study was to evaluate the impact of the integral attention to the health of pregnant adolescents and adolescent mothers, having follow-up from the Integral Support Program for the Pregnant Teen (ISPPT), with the intention to determine quality of life and prevent repeat pregnancy. A prospective study comprised 85 adolescents attended by the ISPPT between January 2002 and June 2006 who participated in meetings during pregnancy with a multidisciplinary team that provided orientation concerning family planning, self-esteem, pregnancy prevention, motivation to continue education and/or work, and evaluate the postpartum mother-child relationship. The following were analyzed: education level, marital status, contraceptive use, thoughts and attempts at abortion, repeat pregnancy. This study was approved by the Human Research Ethics Committee. The Epi-Info v6.0b software was used for data and result evaluation using the means and the chi-squared test. The mean age of the adolescents was 15.7 years, 3.52% had repeat pregnancy within a mean follow-up of 23 months after childbirth, the mean education level was 8.1 years, 30.5% dropped out of school, with 79.4% occurring before pregnancy, 64.6% used no contraceptives, 68.3% were single, and 81.3% had a positive role model. One year after birth, 67.5% studied, 50% worked, 55.1% lived with the partner, 77% correctly used contraceptives, every child lived with their mothers and their vaccinations were up to date. The results demonstrate that the global attention given to the health of adolescent mothers and pregnant adolescents is a protective factor for pregnancy relapse and quality of life.

Integral care for pregnant adolescents: Impact on offspring

“…In our study, 44% had dropped out of school before pregnancy, a finding replicated in other studies in our service (20). This finding leads us to hypothesize that in this subgroup, lack of schooling represents a risk factor for early pregnancy with no future plans, rather than a negative conesquence of pregnancy in adolescence.…”

Efetividade das ações voltadas à diminuição da gravidez não-planejada na adolescência: revisão da literatura

“…24,30,32 Com relação aos estudos realizados nos grupos de adolescentes gestantes ou mães, a intervenção teve como foco exclusivo esse segmento da população e teve por objetivo evitar a reincidência de gravidez, tendo sido desenvolvida em sua maioria por profissionais de enfermagem e aplicada no domicílio ou em unidades de saúde. [25][26][27][28][29]31 Em cinco artigos, a população de estudo era de baixa renda. 25,28,[30][31][32] Com relação ao local, sete estudos foram realizados em cidades norte-americanas, 24,25,[27][28][29]31,32 um no Chile 30 e um na Inglaterra 26 (Tabela 1).…”

Development and Evaluation of the Korean Health Literacy Instrument

“…Looking primarily at the extensive literature on healthy timing and spacing of pregnancy, we see that effective interventions are focused on implementing multidisciplinary, goal-oriented programs that included the following components: (a) multiple caregiver contacts in homes, health care settings, schools, or community meeting places during the antenatal and early childhood periods (Fischer, 1997; Key, Gebregziabher, Marsh, & O'Rourke, 2008; Seitz & Apfel, 1993); (b) multidisciplinary caregiver teams, including case management by social workers, with trained nurses, trained paraprofessionals, and volunteers (Sant'Anna, Carvalho, Melhado, Coates, & Omar, 2007; Schaffer, Jost, Pederson, & Lair, 2008); (c) home visits by caregivers, often over a 2-year postpartum period (Kitzman et al, 1997; Olds et al, 2004); (d) motivating caregiver behavior, sometimes referred to as mentoring (Black et al, 2006; Gray, Sheeder, O'Brien, & Stevens-Simon, 2006); (e) use of standardized curricula and protocols (Barnet, 2008); (f) goal-orientation interventions (e.g., skill-development and education [O'Sullivan & Jacobsen, 1992; Seitz & Apfel, 1993]); (g) employment/career planning (Key, Barbosa, & Owens, 2001); (h) health, and/or fertility education (Biermann et al, 2006); and (i) achievable parenting goals.…”