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NOTED FROM ASSIGNMENT WEEK3!!!
That said, there are a few areas where you could push this even further. While you did a great job discussing the interventions, I’d love to see a bit more detail on how these programs are implemented in real-world settings. For example, how do community health workers or social workers adapt these interventions to meet the unique needs of their clients? Additionally, while you mentioned the lack of focus on adolescent fathers, it would be great to see you expand on this a bit more. What specific barriers do teen dads face, and how might interventions be tailored to better support them? This is such an important gap in the research, and it’s one that social workers in the field are increasingly being asked to address.
Lastly, your research questions are clear and well-aligned with the problem statement, but I think you could strengthen them by making them a bit more specific. For example, instead of asking how the program impacts parenting competence, you might ask how it impacts specific aspects of parenting competence, like communication skills or confidence in setting boundaries. This would make it easier to measure and would give you more concrete data to work with in a program evaluation.
Overall, though, this is a really solid piece of work. You’ve clearly put a lot of thought into this, and it shows. Keep up the great work—this is the kind of thinking that will make you an effective social worker in the field!
Assignment Overview
Now that you have completed the literature review and have a solid theoretical grounding for your problem statement, you will be determining the methodology for your program evaluation. The purpose of this assignment is for you to learn how to use scientific methods to conduct a program evaluation using an appropriate methodology based on the provided case study, Teen Parenting Case Study, and data.
By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:
· Competency 4:
Engage in practice-informed research and research-informed practice.
· C4.SP.A:
Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings.
· Related Assignment Criteria:
·
4: Describe the sample and the sampling method or methods.
·
5: Identify how data will be collected and the process for data collection.
·
7: Develop an informed consent form that is appropriate to the case study.
· C4.SP.B:
Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods.
· Related Assignment Criteria:
·
1: Describe the program or service.
·
2: Develop a guiding research question or hypothesis for the chosen program evaluation methods.
·
3: Analyze different methods of program evaluation types and methodology to select the best method for the specific case study.
·
6: Discuss ethical issues pertaining to the selected method of program evaluation.
Assignment Description
In this assignment, you will describe how to evaluate the program found in the case study. You will also determine the methodology for this program evaluation and indicate other details such as associated research questions, definitions of variables, sampling and data collection procedures, applicable instruments, and discussion of ethical issues pertaining to human subjects.
Assignment Instructions
Using the case study,
Teen Parenting Case Study [PDF]
, design a program evaluation plan. Use the following outline:
·
Introduction: State the topics that will be covered in this section.
·
Organization description: Describe the program or service (program focus, resources, population, clients served, and the theory of change). Include a description of the stakeholders and evaluation purpose.
·
Research questions and hypotheses: Revisit research questions and hypotheses established in the Week 3 assignment, Research Literature Review.
·
Definition of variables and terms in the study: Define your major variables in a clear and concise manner, and distinguish between independent and dependent variables. Every variable that is identified in the research questions should be defined clearly in this section in terms of what it is and how it will be measured.
·
Description of the methodology (study design).
· Explain whether your study is qualitative, quantitative, or both and whether it is cross-sectional (single point in time) or longitudinal (more than one measure from the same people).
· Explain how you are going to determine the efficacy of your program (for example, pre-tests and post-tests, comparison to a similar group of people not receiving program services).
· Explain if you are comparing the group getting the intervention to any other group on the outcomes of interest (a control or comparison group).
· Explain if you are using more than one source of data to triangulate measures of your outcome of interest (for example, rates of participation, qualitative interviews, and a satisfaction survey).
· Explain why this method of program evaluation and methodology is best practice (as compared to other possible models).
·
Sampling procedures.
· Distinguish between the population and your sample.
· Provide some basic demographic information that you would anticipate.
· State how many people are taking part in the study and how you will go about sampling them.
· Explain how the control/comparison group will be selected or how people are assigned to that group, if you are using a control/comparison group.
·
Instrumentation: Do you plan to use a standardized instrument or will you design your own? Why? Every variable that is addressed in your research questions and operational definitions should also be addressed in this section. Describe the validity and reliability of your instruments. Note that you must include at least one quantitative measure. Include your instruments, including any qualitative interview protocols, in an appendix.
·
Data collection and procedures: Describe exactly what you plan to do and when. Explain how and when you will collect each measure, and how and when you will begin the intervention and for how long.
·
Human protection: Discuss ethical issues pertaining to the method of program evaluation you selected. Discuss how you will address and minimize these issues. Include a sample informed consent (and minor assent, if necessary) as an appendix.
Additional Requirements
Your assignment should meet the following requirements:
·
Written communication: Written communication is free of errors that detract from the overall message.
·
APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Use
Academic Writer
·
Links to an external site.
· for guidance in citing sources in proper APA style. See the
Writing Center
·
Links to an external site.
· for more APA resources specific to your degree level.
·
Resources: Cite any preexisting instruments that you choose to use and the textbook in referencing theory of change and organization stakeholders.
·
Length of paper: 5–7 double-spaced pages.
·
Font and font size: Times New Roman, 12 point.
·
Due date: Submit your assignment no later than 11:59 p.m. on Sunday of this week.
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
· Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)
· Describe the sample and the sampling method or methods.(C4.SP.A)
· Identify how data will be collected and the process for data collection. (C4.SP.A)
· Develop an informed consent form that is appropriate to the case study. (C4.SP.A)
· Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)
· Describe the program or service. (C4.SP.B)
· Develop a guiding research question or hypothesis for the chosen program evaluation methods. (C4.SP.B)
· Analyze different methods of program evaluation types and methodology to select the best method for the specific case study. (C4.SP.B)
· Discuss ethical issues pertaining to the selected method of program evaluation. (C4.SP.B)
· Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.
· Express ideas clearly, employing correct grammar, usage, and mechanics.
· Use proper APA style to cite and reference sources.
View Rubric
Program Evaluation and Methodology
Criteria
Ratings
Pts
Describe the program or service. (C4.SP.B)
11 to >9.35 pts
DISTINGUISHED
Describes the program or service with examples and references.
9.35 to >7.7 pts
PROFICIENT
Describes the program or service.
7.7 to >0 pts
BASIC
Identifies the program or service.
0 pts
NON_PERFORMANCE
Does not identify the program or service.
/ 11 pts
Develop a guiding research question or hypothesis for the chosen program evaluation methods. (C4.SP.B)
11 to >9.35 pts
DISTINGUISHED
Develops a guiding research question or hypothesis for the chosen program evaluation methods and justifies why it is the most appropriate hypothesis for the evaluation method.
9.35 to >7.7 pts
PROFICIENT
Develops a guiding research question or hypothesis for the chosen program evaluation methods.
7.7 to >0 pts
BASIC
Develops a guiding research question or hypothesis but does not connect well for the chosen program evaluation methods.
0 pts
NON_PERFORMANCE
Does not develop a guiding research question or hypothesis for the chosen program evaluation methods.
/ 11 pts
Analyze different methods of program evaluation types and methodology to select the best method for the specific case study. (C4.SP.B)
11 to >9.35 pts
DISTINGUISHED
Analyzes different methods of program evaluation types and methodology to select the best method for the specific case study and justifies why this is the best method.
9.35 to >7.7 pts
PROFICIENT
Analyzes different methods of program evaluation types and methodology to select the best method for the specific case study.
7.7 to >0 pts
BASIC
Discusses different methods of program evaluation types and methodology to select the best method for the specific case study.
0 pts
NON_PERFORMANCE
Does not discuss different methods of program evaluation types and methodology to select the best method for the specific case study.
/ 11 pts
Describe the sample and the sampling method or methods.(C4.SP.A)
11 to >9.35 pts
DISTINGUISHED
Describes the sample and the sampling method or methods with research to justify the sampling method.
9.35 to >7.7 pts
PROFICIENT
Describes the sample and the sampling method or methods.
7.7 to >0 pts
BASIC
Describes the sample but not the method or methods.
0 pts
NON_PERFORMANCE
Does not describe the sample and the sampling method or methods.
/ 11 pts
Identify how data will be collected and the process for data collection. (C4.SP.A)
11 to >9.35 pts
DISTINGUISHED
Identifies how data will be collected and the process for data collection, with research to justify the data collection process.
9.35 to >7.7 pts
PROFICIENT
Identifies how data will be collected and the process for data collection.
7.7 to >0 pts
BASIC
Identifies how data will be collected.
0 pts
NON_PERFORMANCE
Does not identify how data will be collected and the process for data collection.
/ 11 pts
Discuss ethical issues pertaining to the selected method of program evaluation. (C4.SP.B)
11 to >9.35 pts
DISTINGUISHED
Evaluates ethical issues pertaining to the selected method of program evaluation.
9.35 to >7.7 pts
PROFICIENT
Discusses ethical issues pertaining to the selected method of program evaluation.
7.7 to >0 pts
BASIC
Lists ethical issues pertaining to the selected method of program evaluation.
0 pts
NON_PERFORMANCE
Does not discuss ethical issues pertaining to the selected method of program.
/ 11 pts
Develop an informed consent form that is appropriate to the case study. (C4.SP.A)
14 to >11.9 pts
DISTINGUISHED
Develops an informed consent form that is appropriate to the case study with an explanation of why it is the most appropriate.
11.9 to >9.8 pts
PROFICIENT
Develops an informed consent form that is appropriate to the case study.
9.8 to >0 pts
BASIC
Develops an informed consent form with an unclear connection to the case study.
0 pts
NON_PERFORMANCE
Does not develop an informed consent form that is appropriate to the case study.
/ 14 pts
Express ideas clearly, employing correct grammar, usage, and mechanics.
10 to >8.5 pts
DISTINGUISHED
Expresses ideas clearly, employing correct grammar, usage, and mechanics in an outstanding and consistent manner.
8.5 to >7 pts
PROFICIENT
Expresses ideas clearly, employing correct grammar, usage, and mechanics.
7 to >0 pts
BASIC
Uses proper grammar, usage, and mechanics, but not in a consistent manner.
0 pts
NON_PERFORMANCE
Does not use proper grammar, usage, and mechanics.
/ 10 pts
Use proper APA style to cite and reference sources.
10 to >8.5 pts
DISTINGUISHED
Uses proper APA style to cite and reference sources in an outstanding and consistent manner.
8.5 to >7 pts
PROFICIENT
Uses proper APA style to cite and reference sources.
7 to >0 pts
BASIC
Uses proper APA style to cite and reference sources, but not in a consistent manner.
0 pts
NON_PERFORMANCE
Does not use proper APA style to cite and reference sources.
/ 10 pts
2
Teen Parenting Case Study
Student’s name
Institutional affiliation
Course name
Professor’s name
Due date
Teen Parenting Case Study
Teenage life happens between childhood and adulthood during ages 10 to 19. This period is a unique time of physical, cognitive, and emotional growth. Fast physical growth affects their emotions, while cognitive growth affects their reasoning, decision-making, and social connections. Teens adopt nutritional, exercise, drug, and sexual habits that can protect their health and others’ or generate lifelong health risks. Teen parenting exists as one of their primary challenges. Teen parenting has many negative effects on individuals and society. Teen parents face service support issues, insufficient education, and job inaccessibility. Children born to parents under 18 experience negative health results and struggle with both their educational achievements and their financial stability. This matter also affects healthcare, social welfare initiatives, and public policy. Initiatives to provide adolescent parents with essential information and skills for proficient parenting are vital. Such programs can empower them to cultivate healthy relationships, promote independence, and prepare adolescent parents with good communication skills. This literature review sets out a theoretical foundation for an eight-week teen parenting program evaluation and investigates available scholarly research to determine the best practices for addressing the problem. Subsections cover the nature of the problem, causes, interventions, and gaps in current knowledge. The review also articulates the program evaluation design, problem statement, and guiding research questions.
Nature of the Problem
The World Health Organization reports that each year, 21 million adolescent girls in developing regions become pregnant, resulting in birth for 12 million of these individuals (WHO, 2024). From 2000 until 2023, the global adolescent birth rate (ABR) decreased from 64.5 births per 1,000 women aged 15–19 to 41.3 births in 2023. However, regional disparities are stark. The Sub-Saharan Africa (SSA) region has the highest adolescent birth rates at 97.9 per 1,000, while Latin America and the Caribbean (LAC) follow with 51.4 per 1,000 births, according to the WHO’s 2024 report. In contrast, regions like Europe show much lower rates, such as 13.1 per 1,000. Even within countries, disparities exist. The WHO (2024) statistics show that adolescent birth rates across Zambia extend from 14.9% in Lusaka to 42.5% in the Southern Province. By examining international data, it becomes evident how overlapping social, economic, educational, and cultural rules shape teen pregnancy patterns worldwide.
Nationally, United States data shows female 15–19 birth rates dropping to 13.6 births per 1,000 during 2022, which stood as a 2% decrease from 2021 data and represented a 78% reduction from the 1991 peak of 61.8 births per 1,000 (Osterman et al., 2024). Public health initiatives, together with improved access to contraception, have resulted in a 67% decrease in teen birth rates since 2007. Females between 10 and 14 years old showed no change in birth rate at 0.2 per 1,000 in 2022, while those aged 18 to 19 declined 3% to 25.8 per 1,000. Birth rate disparities continue to exist between different racial and ethnic populations. Birth rates dropped 7% for Black and American Indian/Alaska Native teens but remained steady at 3% for White teens during 2022 (Osterman et al., 2024). In contrast, Hispanic teen birth rates went up 1% last year.
Over time, adolescent pregnancy patterns show important decreases during two decades primarily because young couples have gained better information together with enhanced educational resources and contraceptive options. Regions in Southern Asia show the fastest decline in youth pregnancies, yet SSA and LAC regions advance at a slower pace, according to WHO (2024). The U.S. sees declining teen birth rates resulting from both expanded sex education programming combined with the expansion of long-acting reversible contraceptive access. Regular progress remains difficult to achieve because socioeconomic and racial/ethnic disparities limit equal advancement rates throughout different groups of people.
However, teenage pregnancy still creates extensive consequences that extend deeply into the lives of the young mother and her child. Pregnant teenagers encounter heightened medical dangers related to pregnancy complications, such as preeclampsia, together with obstructed labor and neonatal mortality risk factors (WHO, 2024). Comprehensive access to high-quality maternal care diminishes in places with limited resources, which intensifies these maternal health risks for pregnant women. Educational disruption hurts adolescent mothers by blocking their chances for career success, which maintains their economic status of poverty. Early childbearing creates economic stress that burdens family budgets and undermines community resources in regions that lack accessible social networks. The United States spends additional funds on health care and social assistance because of adolescent pregnancy incidents. The offspring of teenage mothers endure worsened health conditions together with reduced educational success and higher probabilities of becoming parents before adulthood (Osterman et al., 2024).
Causes of the Problem
Lack of Information and Contraceptive Use
One of the root causes of pregnancies among teenagers is the total absence of quality education on sexual and reproductive health. The majority of teens have no idea about the realities of their sexual lives and the methods of contraception available. In some countries, contraceptive services, together with supplies, are inaccessible or stigmatized. Thus, it is hard for teens to prevent pregnancies. For example, teenagers in the United States are less likely to use effective contraceptives compared to their peers in countries like Sweden or the Netherlands, where contraception is widely available and normalized. Many teens also experience financial barriers or social stigmatization when accessing contraceptive services, especially if these services are perceived as targeting low-income populations.
Early Puberty and Late Marriage
The biological trend of early puberty, coupled with the social shift toward late marriages, extends the window of sexual activity before marital commitment. The gap between menarche and marriage used to be very small, minimizing the risk of teenage pregnancy. Nowadays, when girls can start puberty as young as age 10 and marry only in their mid-20s, the chances of early sexual activity and, consequently, unintended pregnancies have grown. The extended period of vulnerability often exposes this group to peer influences and risky behaviors, including unprotected sexual relations.
Lack of Educational Goals
Academic underachievement and low educational aspirations are highly related to teen pregnancy. Research has indicated that girls falling behind their grade school levels, those who have dropped out, or those with no significant educational goals are among the high-risk groups of teenagers who get pregnant (World Health Organization, 2024). On the other hand, girls with good academic performance and bright aspirations for higher education are less likely to engage in early sexual activities that may lead to unintended pregnancies. It empowers adolescents with education to make informed choices and opens ways toward self-sufficiency and delayed childbearing.
Poverty
Poverty is a condition of the environment that reduces opportunities and resources. Most teenagers from poor communities usually do not have access to complete sex education, health care, and contraception which increases the rate of unplanned pregnancy. The economic hardships of teens can make them hopeless and make them find their identity in the early relationships that may result in pregnancy. Most pregnant teenagers leave school and seek low-paid jobs causing them to slip into the poverty cycle.
Family Relations
The quality of family relationships also plays a vital role in teen pregnancy. Various studies have established that adolescents from unstable or single-parent homes are more likely to engage in early sexual activity and subsequent pregnancy (Reis et al., 2023). Poor parental monitoring or failure to communicate about sex may leave teens uninformed on how to approach responsible relationships. Another way the problem takes on a somewhat cyclic nature is in intergenerational patterns where mothers who become pregnant as teens go on to pass on similar experiences to their daughters.
Peer Pressure
Another factor is the influence of peers, especially in developing attitudes relating to sex and parenthood. In some communities, sexual activity or parenthood is a rite of passage. Adolescents may be ridiculed or ostracized for still being virgins, which makes them do what their peers expect of them. This issue is most pronounced in poor communities where parenthood signifies maturity and status.
Interventions
Teen parents receive the most benefits when programs teach them while developing their competencies and providing societal backing. Research supports weekly parenting sessions that cover subjects including child development, real communication, stress regulation, and emotion-focused behavior management methods (Waldrop et al., 2023). Parenting skill development programs enhance competence and decrease stress while teaching effective disciplinary strategies. Oxford et al. (2024) examined the “Promoting First Relationships” intervention, which enhanced parent-child relationships through coaching and feedback. The research data demonstrated substantial enhancement in parental sensitivity and better child attachment security. Research by Gasperowicz and Benzies (2024) showed that group-based parent education programs built confidence in parenting skills and cut depressive symptoms in young mothers. Child development benefits from parenting interventions that community health volunteers deliver to mother-child groups in low-resource communities through their trained capacity and present outstanding scalability possibilities.
Mobile applications alongside virtual support platforms revitalize relationships with adolescent parents who benefit from user-based technology-supported programs designed to handle adverse childhood experiences. Research by Aldridge et al. (2024) demonstrates that active program features, including customizable modules, individualized materials, and behavior transformation methods, help maintain user interaction. The combination of mobile apps and virtual support groups brings teenagers flexibility, convenience, professional guidance, and community support. Video roleplays and control features incorporated into platform strategies customize the user experience, enabling better accessibility and improving sustained engagement.
Research gaps exist about effective programs for adolescent fathers alongside a need for investigating culturally suitable intervention methods. Research about parenting interventions predominantly focuses on mothers instead of understanding the specific needs of adolescent fathers (Makhavhu et al., 2023). Regrettably, most available parenting-focused interventions fall short of addressing critical systemic issues, including housing instability and employment barriers. The strengths-based concept empowers teen parents by emphasizing skills and resilience. This program aims to improve parental competence and reduce stress (Caiels et al., 2023). Program evaluation theory allows researchers to assess three main factors: program activities’ effects on results, program execution, and participant feedback.
Summary
Research demonstrates that solutions that address all aspects of teen parenting must be developed. However, research gaps remain about how programs influence long-term outcomes, especially for fathering roles and minority cultural groups. This research evaluates an eight-week parenting program delivered in an urban setting to expand understanding of the field. It focuses on effectiveness in improving parenting skills, reducing stress, and promoting compassionate disciplinary strategies.
Problem Statement and Guiding Research Questions
Problem Statement
The demands of urban living create major obstacles for teen parents who struggle to offer proper child care, producing unhappy results for both teens and their offspring. This community struggles with traditional parenting programs because they ignore cultural diversity, societal barriers, and father involvement. This evaluation examines an eight-week parenting program to verify its effectiveness at enhancing child development knowledge and nurturing gentle behavior control approaches while minimizing participant stress levels.
Guiding Research Questions
Independent Variable (IV): Participation in the eight-week parenting program.
Dependent Variables (DV): Knowledge of child development, parenting competence, stress levels, and alignment with compassionate behavior management strategies.
Research Questions:
1. To what extent does participation in the program increase teen parents’ knowledge of child development?
2. How does the program impact participants’ perceived parenting competence?
3. Does the program reduce self-reported stress levels among participants?
4. Are participants more likely to adopt compassionate behavior management strategies after completing the program?
References
Aldridge, G., Tomaselli, A., Nowell, C., Reupert, A., Jorm, A., & Bee, M. (2024). Engaging parents in technology-assisted interventions for childhood adversity: systematic review.
Journal of Medical Internet Research,
26, e43994–e43994. https://doi.org/10.2196/43994
Caiels, J., Šilarova, B., Milne, A., & Beadle‐Brown, J. (2023). Strengths-based approaches—perspectives from practitioners.
British Journal of Social Work,
54(1), 168–188. https://doi.org/10.1093/bjsw/bcad186
Gasperowicz, M., & Benzies, K. M. (2024). Association between social relationship of mentors and depressive symptoms in first-time mothers during the transition from pregnancy to 6-months postpartum.
Maternal Health, Neonatology and Perinatology,
10(1). https://doi.org/10.1186/s40748-024-00175-7
Makhavhu, E. M., Ramukumba, T. S., & Elizabeth Masala-Chokwe, M. (2023). Exploring the dilemmas, challenges, and opportunities of adolescent fatherhood: an exploratory case study.
Inquiry,
60, 004695802211468-004695802211468. https://doi.org/10.1177/00469580221146827
Osterman, M., Hamilton, B., Martin, J., Driscoll, A., & Valenzuela, C. (2024). Births: final data for 2022.
National Vital Statistics Reports,
73(2). https://www.cdc.gov/nchs/data/nvsr/nvsr73/nvsr73-02
Oxford, M., Abrahamson‐Richards, T., O’Leary, R., Booth‐LaForce, C., Spieker, S., Lohr, M. J., Rees, J., & Kelly, J. (2024). The development of the Promoting First Relationships home visiting program and caregivers’ comments about their experiences across four RCT studies.
Infant Mental Health Journal. https://doi.org/10.1002/imhj.22153
Reis, L. F., Surkan, P. J., Atkins, K., García-Cerde, R., & Sanchez, Z. M. (2023). Risk factors for early sexual intercourse in adolescence: a systematic review of cohort studies.
Risk Factors for Early Sexual Intercourse in Adolescence: A Systematic Review of Cohort Studies. https://doi.org/10.1007/s10578-023-01519-8
Waldrop, J. B., Schechter, J. C., Davis, N. O., Burke, C., Rushton, S., Goodsmith, N., Fulton, J. J., Joseph, L., Rossitch, S., Gordon, A. M., Jacobs, M., Snyder, J., Dennis, P. A., Cantrell, S., Goldstein, K. M., & Gierisch, J. M. (2023, September).
The effectiveness of parenting skills training programs for parents with histories of sexual trauma, serious mental illness, or military service. Nih.gov; Department of Veterans Affairs (US). https://www.ncbi.nlm.nih.gov/books/NBK598643/
World Health Organization. (2024, April 10).
Adolescent pregnancy. WHO; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/adolescent-pregnancy
\f CAPELLA UNIVERSITY
Your agency is providing eight-week parenting classes for teen parents in an urban
environment. Services are open to both teen mothers and teen fathers, and their children can
be any age. You get referrals from local schools, hospitals, social service agencies, and the
Department of Children and Family Services. The interventions of the program include a weekly
parenting class, dealing with topics such as child development, effective communication with
children, stress management, and compassionate behavior management strategies. The
anticipated outcomes of the program include:
• Increased knowledge about child development.
• Increased sense of competence in parenting.
• Decreased reported stress levels.
• Beliefs in line with compassionate behavior management strategies rather than using
corporal punishment.
1
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Teen Parenting Case Study
