Impact of Premarital Coaching (PMC) Intervention using the Psycho-educational Approach on Parenting Self-efficacy of Newly-married Underage Couples: A Narrative Literature Review of Evidence and Feasibility in Indonesia

Sutrimo Ade

doi:10.16952/pns.2018.15.1.41

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Ade: Impact of Premarital Coaching (PMC) Intervention using the Psycho-educational Approach on Parenting Self-efficacy of Newly-married Underage Couples: A Narrative Literature Review of Evidence and Feasibility in Indonesia

Original Article

Perspectives in Nursing Science 2018;15(1):41-48.

Published online: 20 April 2018

DOI: https://doi.org/10.16952/pns.2018.15.1.41

Impact of Premarital Coaching (PMC) Intervention using the Psycho-educational Approach on Parenting Self-efficacy of Newly-married Underage Couples: A Narrative Literature Review of Evidence and Feasibility in Indonesia

Sutrimo Ade

Graduate Student, College of Nursing, Seoul National University, Seoul, Korea

Corresponding author: Ade, Sutrimo College of Nursing, Seoul National University, 103 Daehak-ro, Jongro-gu, Seoul 03080, Korea. Tel: +82-2-740-8477, Fax: +82-2-765-4103, E-mail: adesutrimo@snu.ac.kr

Received 12 March 20183 April 2018 Accepted 9 April 2018

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study was to identify the latest evidence for interventions involving adolescent newlyweds, and the feasibility of premarital coaching (PMC).

Methods

A narrative literature review design carried out through related studies was used for the present literature review. A diverse search from several databases was performed to create a critical appraisal and to develop a more integrated model for the PMC program. Studies that empirical, written in English, peer-reviewed, and published during 2008∼2017 were included.

Results

Six articles were selected for the review. The principal findings identified three major themes including underage period as a high-risk for marriage, development tasks of the newly married spouse, parenting self-efficacy and the psycho-educational approach of PMC to enhance parenting knowledge, skills, and readiness.

Conclusion

It was found that content of PMC as the preparation of underage married couples were formulated based on coaching technic, various spouse and parenting educations, and adjusted based on couples's preferences. Rigorous studies with measurement of long-term retentions are needed.

Keywords: Marriage, Parenting, Self-efficacy, Review

References

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Fig. 1.

Flow chart of the literature review.

Table 1.

Journal Analysis of Premarital Programs for Underage Couples

Intervention	Author (year)	Nation	Participant	Age	Design	Objective
Interventions to prevent child marriage	Kalamar (2016)	US	Young people in low- and middle-income countries	10∼24	Systematic review	Reduce child marriage and help countries meet the sustainable development goal targets
The early intervention parenting self-efficacy scale (EIPSES)	Guimond (2008)	US	Caregivers (biological and adoptive mother)	16∼52	Exploratory factor analyses	Parent outcome expectations and parent competence
Support program influences on self-efficacy, parenting-efficacy, and school success	Jamal (2014)	US	Teenage mothers	13∼19	Phenomenological analysis	Self-efficacy, parenting-efficacy, and school success
Couple relationship education	Petch (2012)	Australia	High-risk couple	Unidentified	Review	Couple Relationships and Transition to Parenthood
Health educational set	Setiawati (2017)	Indonesia	Postpartum adolescent mother	15∼19	Quasi-experimental pre-test–post-tes t with control group study	Intervention to assess the knowledge, attitudes, and PSE scores of teenage mothers with postpartum depression
Couple and relationship education (CRE)	McGill (2016)	US	Unstable couples	Unidentified	Correlation baseline study	Relational instability, depressive symptoms

Table 2.

Educational Content Summary of the Selected Interventions and Evaluations

Author (year)	Setting/Method	Education Material
Kalamar (2016)	School and youth groups	Peer education, income generating skills, youth friendly services, life-skills curriculum, vocational training, community service, parental education program, support to remain in school, livelihood training, mentorship, provision of sexual and reproductive health education and services, and the financial support.
Guimond (2008)²⁷⁾	Primary caregivers and their infants and toddlers	Child and family outcomes: parent's confidence and competence in parenting, child's abilities, and alterations to the environment in which the child lives or the capacities of the primary caregiver
Jamal (2014)²⁸⁾	One-on-one interviews, observational interpretations, supported documents: artifacts and field notes	Support program including self-efficacy: have a purpose and sense of responsibility, parenting-efficacy: I am a good mother, guiding adult, peer support, preparation for parenthood, school success, economic affordability, future possibilities, adult intervention, and future and financial stability
Petch (2012)²⁹⁾	Couple-based program to assist with the transition to parenthood (trough home visits and phone calls)	Parenting expectation, couple communication, conflict management, infant care, stress management, couple caring, affection, sexuality, mutual partner support, social support, couple activities, managing stress change, prevent problems, and sustain relationship focus.
Setiawati (2017)	Individually with booklets and flipcharts, KIA book, home visit for each respondent	Education from perinatal guideline books from the Ministry of Health (Indonesia), and provision of postpartum health education set, postpartum education through standarized health service, postpartum adaptation education materials and maternal self-care in post-partum care, and newborn care education materials.
McGill (2016)³⁰⁾	Couple and relationship education classes which were facilitated by trained mixed-gender teams of two educators	The seven core elements include the following: choose (skills for demonstrating intentionality in relationships), know (skills that promote intimate knowledge of the partner), care (skills for demonstrating love and support for the partner), care for self (skills for individual's maintenance of health), share (skills that promote a sense of interconnectedness), connect (skills for engaging social support), and manage (skills for effectively managing stress and conflict).

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