The purpose of this study is to investigate the stress experienced by teenage mothers attending school and the need for multi-faced and strength-based stress management programs. Trends of teenage pregnancy in developing and developed countries are looked at. Causes and consequences of teenage motherhood stress are also explored. One of the consequences of teenage motherhood is stress. There are programs aimed at alleviating stress of teenage motherhood. Some of these programs are evaluated. The findings of this study indicate that there is a need for multi-faced and strength-based interventions for teenage mothers. After the literature study, an empirical research was conducted to explore challenges faced by teenage mothers. Data was collected by means of semi-structured interviews with ten teenage mothers attending school and ten educators teaching teenage mothers. Collected data was analysed using the thematic data analysis approach. The major findings of the study include opinions that teenage mothers do not get assistance from school, home and in the community; teenage mothers are not ready for motherhood; they experience a feeling of vulnerability and poor performance at school. There is a need for educators to be trained in handling teenage mothers, as well as the need for multi-faceted and strength-based interventions. However, it was evident through empirical research that some teenage mothers cope with their lives through talking to caring parents, spending quality time with their children, having a vision, keeping themselves busy and accepting that having a child while attending school is a challenge. Lastly, conclusions from the literature study and empirical research are presented in chapter five. Recommendations for practice, the contribution of the study, limitations of the study and recommendations for further study are also detailed. Motivation for designing and implementing intervention programs is also outlined. / Thesis (MEd (Learner Support))--North-West University, Vaal Triangle Campus, 2013

The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program to determine if their levels of perceived stress had changed and to measure the effect that the program had on each individual. The Perceived Stress Scale was also administered before and after the program to detect any changes in perceived stress levels that participants experienced, but the sample size was too small to detect any significant changes in perceived stress levels. E. T. Stringer’s Categorizing and Coding procedure was used to decode responses from all meetings as well as from the exit interviews. Results indicate that the FROSH! Program was rewarding in various ways for participants, and 86% of participants said that their stress levels had lowered by the conclusion of the program. All participants thought that setting weekly goals was helpful in lowering their stress levels. Furthermore, the revised adaptable program model was perceived to be successful in creating the stress management initiative. It is recommended to increase the number of participants for future programs, and also to test the success of such action research-based wellness programs in campus recreation centers.

The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program to determine if their levels of perceived stress had changed and to measure the effect that the program had on each individual. The Perceived Stress Scale was also administered before and after the program to detect any changes in perceived stress levels that participants experienced, but the sample size was too small to detect any significant changes in perceived stress levels. E. T. Stringer’s Categorizing and Coding procedure was used to decode responses from all meetings as well as from the exit interviews. Results indicate that the FROSH! Program was rewarding in various ways for participants, and 86% of participants said that their stress levels had lowered by the conclusion of the program. All participants thought that setting weekly goals was helpful in lowering their stress levels. Furthermore, the revised adaptable program model was perceived to be successful in creating the stress management initiative. It is recommended to increase the number of participants for future programs, and also to test the success of such action research-based wellness programs in campus recreation centers.

The purpose of this study is to investigate the stress experienced by teenage mothers attending school and the need for multi-faced and strength-based stress management programs. Trends of teenage pregnancy in developing and developed countries are looked at. Causes and consequences of teenage motherhood stress are also explored. One of the consequences of teenage motherhood is stress. There are programs aimed at alleviating stress of teenage motherhood. Some of these programs are evaluated. The findings of this study indicate that there is a need for multi-faced and strength-based interventions for teenage mothers. After the literature study, an empirical research was conducted to explore challenges faced by teenage mothers. Data was collected by means of semi-structured interviews with ten teenage mothers attending school and ten educators teaching teenage mothers. Collected data was analysed using the thematic data analysis approach. The major findings of the study include opinions that teenage mothers do not get assistance from school, home and in the community; teenage mothers are not ready for motherhood; they experience a feeling of vulnerability and poor performance at school. There is a need for educators to be trained in handling teenage mothers, as well as the need for multi-faceted and strength-based interventions. However, it was evident through empirical research that some teenage mothers cope with their lives through talking to caring parents, spending quality time with their children, having a vision, keeping themselves busy and accepting that having a child while attending school is a challenge. Lastly, conclusions from the literature study and empirical research are presented in chapter five. Recommendations for practice, the contribution of the study, limitations of the study and recommendations for further study are also detailed. Motivation for designing and implementing intervention programs is also outlined. / Thesis (MEd (Learner Support))--North-West University, Vaal Triangle Campus, 2013