Thesis (M. Cur.) -- University of Limpopo, 2014 / The purpose of this study was to explore effects of teenage motherhood on the secondary education of the female learner. A qualitative research method and a descriptive, exploratory research design were adopted to undertake the study. Five one-on-one interviews were conducted and the data was analysed by using Tesch’s method of analysis. Three themes and nine sub-themes were generated from the analysed data. The research findings indicate that teenage motherhood does not have a negative effect on the ability of the learner to continue attending school, but also suggest that the various challenges experienced by the learner do have adverse effects on her school performance and ultimate decision to suspend school. There were other factors that influenced her academic performance and decision to continue or suspend school attendance; namely family support, experiences at school, as well as the cultural beliefs, traditions, and perceptions of the society she was living in. Key concepts: Teenage motherhood, effects, secondary education.

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

<p>This comparative research synthesis examines teenage motherhood in the UK and in Sweden. The UK has the highest rate of teenage motherhood in Western Europe and Sweden has the lowest. Firstly, the article examines the reasons as to why the rates differ to such an extent between these countries. Secondly, it compares the extent to which teenage mothers are socially excluded in the UK and in Sweden. Finally, it looks at how the available social support for teenage mothers differs between the UK and Sweden. The synthesis concludes that low expectations due to poverty is the main factor as to why teenage motherhood is more common in the UK than in Sweden, but that the level of social exclusion that teenage mothers face in both countries is similar. The support that teenage mothers in the UK obtain from society is customised towards them as a specific group, whilst teenage mothers in Sweden receive support that is formulated for vulnerable people in general.</p>

This comparative research synthesis examines teenage motherhood in the UK and in Sweden. The UK has the highest rate of teenage motherhood in Western Europe and Sweden has the lowest. Firstly, the article examines the reasons as to why the rates differ to such an extent between these countries. Secondly, it compares the extent to which teenage mothers are socially excluded in the UK and in Sweden. Finally, it looks at how the available social support for teenage mothers differs between the UK and Sweden. The synthesis concludes that low expectations due to poverty is the main factor as to why teenage motherhood is more common in the UK than in Sweden, but that the level of social exclusion that teenage mothers face in both countries is similar. The support that teenage mothers in the UK obtain from society is customised towards them as a specific group, whilst teenage mothers in Sweden receive support that is formulated for vulnerable people in general.

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

“Rapid repeat pregnancy”, which is common among young mothers, is the onset of pregnancy within 24 months of a previous pregnancy outcome. Teenage motherhood is associated with many economic, social, and health challenges. These challenges often become more serious and more difficult to manage after a subsequent delivery. The circumstances surrounding rapid repeat pregnancy among young mothers living in Ottawa remain unclear. This study explores the experiences, knowledge, and attitudes of young mothers towards rapid repeat pregnancy and contraception through a multi-method study. The multimethod study includes in-depth interviews with young mothers living in Ottawa who have experienced rapid repeat pregnancy and in-depth interviews with services providers who work with them. Results from the interviews indicate that young mothers often do not use post-partum contraception, actively and passively plan their pregnancies, experience violence, and have mental health and substance abuse issues. Many young mothers expressed that trying to access services, especially mental health support services, can be a long and difficult process. Key informants expressed the need for more sexpositive, youth-friendly sexual and reproductive health education. There is a need to identify and further develop youth-friendly services that young mothers feel comfortable accessing. Supporting efforts to increase adolescent mothers’ and service providers’ awareness of existing services appears warranted.

Made available in DSpace on 2014-08-26T17:33:32Z (GMT). No. of bitstreams: 2 Myrian Coelho Cunha da Cruz.pdf: 1707381 bytes, checksum: eea36c18386b5cbe3d59cd2616ca33da (MD5) license.txt: 1914 bytes, checksum: 7d48279ffeed55da8dfe2f8e81f3b81f (MD5) Previous issue date: 2010 / Fundação Oswaldo Cruz. Instituto Fernandes Figueira. Departamento de Ensino. Programa de Pós-Graduação em Saúde da Criança e da Mulher. Rio de Janeiro, RJ, Brasil. / Objetivo: Conhecer como as práticas alimentares de lactentes, filhos de mães adolescentes, no primeiro ano de vida, são estruturadas em relação à amamentação e à alimentação complementar. Materiais e métodos: Estudo qualitativo através da aplicação da teoria da estruturação. O cenário do estudo foi o município de Volta Redonda, RJ. A coleta de dados desenvolveu-se através de conversa com finalidade, guiada por roteiro temático. A amostragem constituiu-se pela saturação das respostas às unidades de registro do roteiro, com conteúdo advindo de 7(sete) entrevistas. Para análise, foram feitas decomposição e distribuição do material por unidades temáticas e de contexto, descrição em categorias, inferências e interpretação dos resultados. Resultados: As mães que praticaram a amamentação exclusiva foram motivadas por questões além da sensibilidade às normas, enquanto que a introdução oportuna de alimentos teve distintos significados. A alimentação introduzida precocemente foi estabelecida pelas mães, conforme condições e conveniência. Tecendo escolhas, as mães submetem, criticamente, o discurso oficial. No cotidiano, participam da definição das práticas alimentares familiares, instituições de saúde e comunidade. A escuta às mães precisa ser efetiva, enquanto a fragmentação das políticas públicas deve ser superada, a fim de contemplar as necessidades e subjetividades do grupo de mulheres/mães/adolescentes. / Objective: To know how the feeding practices of infants, children of teenage mothers in the first year of life are structured in relation to breastfeeding and complementary feeding. Methods: A qualitative study by applying the Theory of Social Structure. The study setting was the city of Volta Redonda, RJ. Data collection was developed through conversation with purpose, oriented by a thematic guide. The sample consisted of responses by saturation units, with content that comes from seven (7) interviews. For analysis, decomposition and distribution were made of the material by thematic units and context description categories, inference and interpretation of results. Results: Mothers who practiced exclusive breastfeeding have been motivated by issues that go beyond the standards of sensitivity, whereas the timely introduction of foods had different meanings. Foods were introduced earlier established by mothers, as conditions and convenience. Weaving choices, mothers undergo, critically, the official discourse. In daily life, participate in setting a family eating habits, health institutions and community. Listening to mothers needs to be effective. The fragmentation of public policies must be overcome in order to accommodate the needs and subjectivities of the group of women / mothers / adolescents.

Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.