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Programmatic effects to modify sources of financial support among Hispanic teenage mothers
Smith, M. L.,
Wilson, K. L.
Published: September, 2014
Children and Youth Services Review
Volume: Volume 44
These authors evaluated whether a randomized school-based intervention for Hispanic teenage mothers successfully helped participants achieve better financial independence and economic prospects. Project Mothers and Schools (PMAS) is an initiative intended to modify attitudes and beliefs related to self-sufficiency, parenting, educational goals and achievement, career goals, health behaviors, and relationships with family members. PMAS participants were surveyed at baseline and 12 months after intervention enrollment to evaluate the receipt of financial support from 11 sources. The 48 core group participants (controls) received a basic level of services, while the 43 core-plus group participants received the same basic services plus additional enhanced services. Both groups reported higher levels of employment 12 months post-intervention compared to baseline. However, only the core-plus group used more Food Stamps and reported receiving more child support at follow-up. Results suggest that PMAS enhanced services increased participants’ access to resources that help them achieve self-sufficiency. Modified Author Abstract.
Correspondence to: Matthew Lee Smith, Department of Health Promotion and Behavior, College of Public Health, The University of Georgia, 330 River Road, 315 Ramsey Center, Athens, GA 30602; Telephone: (706) 542-0483, Fax: (706) 542-4956, E-mail: firstname.lastname@example.org, Website: http://www.sciencedirect.com/science/journal/01907409/44/supp/C