Interwoven Lives: Adolescent Mothers and Their Children (Research Monographs in Adolescence Series) - Hardcover
Despite a growing body of scholarship on the phenomenon of adolescent parenting, minimal attention has been given to investigating systematic changes in adolescent mothers' and their children's psychological functioning over time. This book reports on a longitudinal study conducted to examine the social and psychological consequences of teen parenting for both mothers and their children. Qualitative and quantitative analyses are used to explain why some mothers and children fare better than others, showing that the lives and developmental trajectories of adolescent mothers and children are inextricably interwoven and closely linked to the social contexts within which they live. The book closes with social policy implications of the research including recommendations for intervention programs and policies to help adolescent parents and their children achieve developmental success and find happiness.
"synopsis" may belong to another edition of this title.
About the Author:
John G. Borkowski, Ph.D., is Chair of Psychology at the University of Notre Dame.
Professor John Borkowski received his Ph.D. from the University of Iowa in 1965 and taught at Oberlin College before joing the Department of Psychology at Notre Dame in 1967. He received the Andrew J. McKenna Family Chair in 1991 and is the recipient of the Career Research Scientist Award from the Academy on Mental Retardation, the Edgar Doll Award from the American Psychological Association, and Notre Dame's Faculty and Research Achievement Awards. He is currently engaged in two multisite longitudinal projects designed to understand and reduce the incidence of child abuse and neglect in at-risk mothers. A third major longitudinal project, undertaken by Professor Borkowski, has followed children born to adolescent mothers in the late 1980s as they enter their turbulent teenage years. His research programs on adolescent parenting and child neglect are supported by the National Institute of Child Health and Human Development. Professor Borkowski has published more than 150 research papers and chapters and is the co-author of six psychology texts, including "Interwoven Lives: Adolescent Mothers and Their Children" (2001; Erlbaum) and "Parenting and the Child's World" (2002; Erlbaum).
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant fromPromoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as projectdirector for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate. Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book, "Interwoven Lives: Adolescent Mothers and Their Children," that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master's and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with thelongitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book, "Interwoven Lives."
Professor John Borkowski received his Ph.D. from the University of Iowa in 1965 and taught at Oberlin College before joing the Department of Psychology at Notre Dame in 1967. He received the Andrew J. McKenna Family Chair in 1991 and is the recipient of the Career Research Scientist Award from the Academy on Mental Retardation, the Edgar Doll Award from the American Psychological Association, and Notre Dame's Faculty and Research Achievement Awards. He is currently engaged in two multisite longitudinal projects designed to understand and reduce the incidence of child abuse and neglect in at-risk mothers. A third major longitudinal project, undertaken by Professor Borkowski, has followed children born to adolescent mothers in the late 1980s as they enter their turbulent teenage years. His research programs on adolescent parenting and child neglect are supported by the National Institute of Child Health and Human Development. Professor Borkowski has published more than 150 research papers and chapters and is the co-author of six psychology texts, including "Interwoven Lives: Adolescent Mothers and Their Children" (2001; Erlbaum) and "Parenting and the Child's World" (2002; Erlbaum).
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant fromPromoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as projectdirector for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate. Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book, "Interwoven Lives: Adolescent Mothers and Their Children," that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master's and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with thelongitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book, "Interwoven Lives."
Review:
Professor John Borkowski received his Ph.D. from the University of Iowa in 1965 and taught at Oberlin College before joing the Department of Psychology at Notre Dame in 1967. He received the Andrew J. McKenna Family Chair in 1991 and is the recipient of the Career Research Scientist Award from the Academy on Mental Retardation, the Edgar Doll Award from the American Psychological Association, and Notre Dame's Faculty and Research Achievement Awards. He is currently engaged in two multisite longitudinal projects designed to understand and reduce the incidence of child abuse and neglect in at-risk mothers. A third major longitudinal project, undertaken by Professor Borkowski, has followed children born to adolescent mothers in the late 1980s as they enter their turbulent teenage years. His research programs on adolescent parenting and child neglect are supported by the National Institute of Child Health and Human Development. Professor Borkowski has published more than 150 research papers and chapters and is the co-author of six psychology texts, including "Interwoven Lives: Adolescent Mothers and Their Children" (2001; Erlbaum) and "Parenting and the Child's World" (2002; Erlbaum).
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant fromPromoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as projectdirector for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate. Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book, "Interwoven Lives: Adolescent Mothers and Their Children," that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master's and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with thelongitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book, "Interwoven Lives."
Professor John Borkowski received his Ph.D. from the University of Iowa in 1965 and taught at Oberlin College before joing the Department of Psychology at Notre Dame in 1967. He received the Andrew J. McKenna Family Chair in 1991 and is the recipient of the Career Research Scientist Award from the Academy on Mental Retardation, the Edgar Doll Award from the American Psychological Association, and Notre Dame's Faculty and Research Achievement Awards. He is currently engaged in two multisite longitudinal projects designed to understand and reduce the incidence of child abuse and neglect in at-risk mothers. A third major longitudinal project, undertaken by Professor Borkowski, has followed children born to adolescent mothers in the late 1980s as they enter their turbulent teenage years. His research programs on adolescent parenting and child neglect are supported by the National Institute of Child Health and Human Development. Professor Borkowski has published more than 150 research papers and chapters and is the co-author of six psychology texts, including "Interwoven Lives: Adolescent Mothers and Their Children" (2001; Erlbaum) and "Parenting and the Child's World" (2002; Erlbaum).
Jaelyn Farris is a doctoral student in developmental psychology, with a minor in quantitative psychology, at the University of Notre Dame. She expects to obtain her Ph.D. in 2007. Jaelyn received her B.S. from Allegheny College in 1998 and her M.S.Ed. from Youngstown State University in 2000. Her primary research interests are in parenting, attachment, youth psychopathology, and resilience. Jaelyn's research in these areas has been supported by a predoctoral trainee grant from the NIH, and a grant fromPromoting Healthy Families, awarded by the Administration for Children and Families. In addition to serving as an assessor for several multisite longitudinal projects, Jaelyn is also the co-project director for a longitudinal intervention project aimed at determining the most effective means of disseminating empirically-based information to parents of young children. Jaelyn has obtained numerous honors and awards during her graduate career, including several chapter/paper publications, multiple poster/symposia presentations, and the receipt of Outstanding Graduate Student Teacher awards from the Kaneb Center for Teaching and Learning and the Department of Psychology at the University of Notre Dame.
Thomas L. Whitman is a professor of psychology at the University of Notre Dame, and co-director of the Graduate Research Training Program in Mental Retardation. His research and teaching has focused on children at risk for developmental problems, with a special interest in studying children who demonstrate significant resiliency in the face of risk.
Shannon S. Carothers received her M.A. and Ph.D. in Developmental Psychology from the University of Notre Dame with support from an NIH trainee grant, and a grant from Promoting Healthy Families. While at Notre Dame, Shannon obtained a minor in quantitative statistics and gained extensive research training in prevention and intervention efforts while serving as an assessor and co-project director for a parent-training prevention program. She is currently in her second year as a postdoctoral fellow at the Georgetown University Center on Health and Education. At Georgetown, Shannon analyses data, generates manuscripts, and serves as projectdirector for a federally funded research program focused on improving the quality of center and home-based child care. Honors obtained during her graduate and post-graduate career include: nine chapter/paper publications; 11 poster/symposia presentations at national conferences, receiving the David Zeaman Student Travel Award, Gatlinburg Conference; receiving the Society for Research in Child Development Bienneal Meeting Travel Award; admission to the Chancellor's List, and obtaining the KANEB Teaching Certificate. Keri Weed received her B.A. from Northwest Nazarene University in 1976, and Ph.D. in developmental psychology in 1984 from the University of Notre Dame. She worked as a research associate for Project SPAN at Binghamton University to develop meaningful assessment of outcomes for special education students. She has been part of the psychology faculty at the University of South Carolina at Aiken since 1986, where she developed the Mothers as Mentors intervention program for adolescent mothers. Results of the first five years of a comprehensive longitudinal research study of the lives of a cohort of adolescent mothers and their first-born children were recently published in the book, "Interwoven Lives: Adolescent Mothers and Their Children," that Dr. Weed co-authored with her colleagues, Drs. Whitman, Borkowski, and Keogh.
Deborah A. Keogh is a licensed psychologist who specializes in developmental psychology, developmental disabilities, and applied behavior analysis. She earned her Master's and Doctorate degrees from the University of Notre Dame. She has worked with children and adults with developmental disabilities for over 20 years while also involved with thelongitudinal project, Notre Dame Adolescent Parenting Project, at the University of Notre Dame. She has co-authored multiple chapters as well as the book, "Interwoven Lives."
...presents a unique and comprehensive longitudinal study of the lives of adolescent mothers and their children....Comprehensive information about the cognitive, socioemotional, and behavioral functioning of both mothers and children is presented.
—Adolescence
This book offers important insights and, while written largely for a graduate audience, portions of the text will be readily accessible to undergraduate students and lay readers, as well. Of particular interest to a wide readership are the sections on adolescent mothers' life stories and social policy implications. Interwoven Lives lives up to its intriguing title; it describes accurately how the developmental outcomes and trajectories of adolescent mothers and their children are intertwined.
—Journal of the Association for Research of Mothering
This book is a remarkable contribution. It represents the finest type of social science inquiry: thoughtful, thorough, sensitive, and analytic. The inquiry was guided by a well reasoned conceptual framework of what parenting is all about, and especially how starting the parenting journey very young--when the mother is a teenager herself--can alter her life course and that of her child. The data tap dimensions of key theoretical importance: knowledge of child development, parenting philosophy, and style....The findings presented in this book serve as a strong antidote to any simplistic portrayal of the lives of teen mothers and the outcomes for their children....The awareness that this study truly represents an important and up-to-date story of what adolescent parenting is all about permeates these chapters and culminates in thoughtful reflections on the implications....These insights and suggestions warrant attention and active discussion in policy circles, as well as among the many social service agencies, schools, health departments, and programs that work with young parents throughout our country.
—Sharon Landesman Ramey
Civitan International Research Center and University of Alabama, Birmingham
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- PublisherPsychology Press
- Publication date2001
- ISBN 10 0805831274
- ISBN 13 9780805831276
- BindingHardcover
- Edition number1
- Number of pages286
- EditorWeed Keri
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ISBN 13: 9780805831276
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