Meta-parenting, defined as parents thinking about their parenting, has been identified and is a new field of research. The purposes of this study were to add to the existing knowledge of meta-parenting and to compare the influences of gender, work status, and parenting experience on meta-parenting occurring in parents of infants and toddlers. Sixty parents participated either electronically or by completing a written survey and reported engaging from "sometimes" to "usually" in four domains of meta-parenting: anticipating, assessing, reflecting, and problem-solving. Gender, work status, and parenting experience did not significantly influence participants' meta-parenting scores. Parents were found to have a higher sense of satisfaction and overall sense of competence when they engaged in higher levels of meta-parenting.

The purpose of this study was to examine the effect of a breastfeeding education program on breastfeeding initiation rates, breastfeeding knowledge, and attitude towards breastfeeding among teenage mothers at an urban school for pregnant and parenting teens. Breastfeeding initiation rose from 35.7% in the control group to 85.2% in the treatment group. The mean score on the Breastfeeding Knowledge Subscale was significantly higher for the treatment group but not the control group. There was not a significant increase in mean scores on the Breastfeeding Attitude Subscale. Participants who initiated breastfeeding scored also had a significant increase in scores from pretest to posttest on the Breastfeeding Knowledge Subscale, while participants who did not initiate breastfeeding did not.