Development and Validation of a Guide To Improve the Management of Family Stressors During Pregnancy
Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Martha J. Morgan Sanders
Committee Member
Rene E. Villa
Committee Member
Stan A. Hannah
Keywords
adolescent mothers, adolescents, assessment, committee input, conceptual framework, content validation, coping strategies, curriculum model, data analysis, developmental level, family stressors, formative committee, guide development, instructional unit, literature review, management, needs assessment, objectives, perception and practice, positive pregnancy outcomes, pregnancy, practical coping, Ralph Tyler, review of literature, summative committee, survey instrument, training evaluation, validation, Donald Kirkpatrick, Miles and Huberman
Abstract
The problem under investigation was the developing of practical coping strategies for adolescent pregnant mothers that improved the management of family stressors during pregnancy. The purpose of this study was to develop and to verify the content and design of a guide to improve the management of family stressors during pregnancy for adolescent mothers. Five research questions to address the problem were related to the development and validation of the content and design of a guide and the implementation and evaluation of a guide to improve the management of family stressors during pregnancy.
The development methodology was used to answer the research questions. The review of related literature, and analysis of data, a formative committee, and a summative committee guided this development. Data collected from the review of the literature was used to develop a survey instrument that was used to gather data from a formed formative committee. Data collected from the input of the formative committee were organized and analyzed as outlined by the Miles and Huberman's data analysis process (Miles & Huberman, 1994). A rudimentary conceptual framework of the Miles and Huberman's process (Miles & Huberman, 1994) was instrumental in organizing concepts. Concepts were organized according to the impinging factors (family stressors, adolescent, and pregnancy); and the internal factors (perception and practice, developmental level, and pregnancy). Using the bin approach (Miles & Huberman, 1994) helped to combine these concepts, and helped to show how they were related to the coping strategies and management of family stressors to achieve a positive pregnancy outcome for the adolescent. Data collected from the summative committee's input were used to implement recommended changes for the guide on family stressors during the pregnancy of the adolescent. A plan to implement and evaluate the effectiveness of a guide that managed the family stressors during pregnancy of the adolescent utilized Ralph Tyler's (1994) curriculum model. This model included the needs assessment, objectives, content and sequencing, and assessment (evaluation). The four levels of training evaluation by Donald Kirkpatrick (Rothwell, 1996) were used for measuring the outcome of the instructional unit plan.