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Dissertations / Theses on the topic 'Teenage mothers'

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Published: 4 June 2021

Last updated: 31 July 2024

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1

McLeod, Janet. "Teenage mothers and education." Thesis, University of East London, 2013. http://roar.uel.ac.uk/3478/.

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The purpose of this study was twofold. Firstly, it was undertaken to establish whether teenage mothers were motivated to re-engage with education postpregnancy. Secondly, to consider whether Educational Psychologists could support the long-term educational outcomes of teenage mothers. Five teenage mothers between the ages of 16-19 were interviewed using semi-structured interviews, to explore this further: a) What are the views of teenage mothers living within an outer London Borough about their individual educational experiences? b) What similarities and differences are there between their avowed identity and ascribed identity? c) What are their future aspirations? d) Where is the teenage mother situated in structural society? The researcher employed Foucauldian Discourse Analysis to analyse discourse from the participants and discourses within the wider discursive field. This study explored how Educational Psychologists could practice psychology to support teenage mothers in re-engaging with education post pregnancy, which may improve the economic and social prospects of the teenage mother, her long term outcomes and those of her child. Findings indicated that the teenage mothers found motherhood fulfilling indeed and motherhood was in fact an important motivational factor in their future aspirations. Findings also strongly indicated that there is a need for discursive formations which encompass diversity and difference amongst teenage mothers and wholesomely defines their strengths and potential in order to reproduce the “truth”. Research should develop educational programs and in particular literacy programs based on the theory of cultural production in order to equip teenage mothers with language and critical thinking skills in which to negotiate their need for equal access to power and resources; and reposition themselves in order to negate widely held societal presumptions about young mothers. Herein lies the challenge for a new social reality.

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2

Tomlinson, Karen. "Repeat pregnancies in teenage mothers." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1597.

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There has been very little research into repeat pregnancy in teenage mothers. Therefore, the purpose of this study was to explore the experiences of pregnant teenage mothers who were expecting their second child. Six pregnant teenage mothers were interviewed and asked to complete a number of questionnaires. Interpretative phenomenological analysis (IPA) of the interview transcripts demonstrated the four following super-ordinate themes: "Being a good mum", "It's not easy but it's a case of having to cope", "Perceptions and misjudgements", and, "Building my life". A number of theories are presented that may help us understand the experience of second pregnancies in teenage mothers. It is hoped that the findings of this study will help us to begin to understand more about the experiences of this population from their perspective and facilitate professionals to be in a better position to provide teenage mothers and their children with appropriate support.

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3

Buchanan, Angelo R. "The Life and Academic Experiences of Teenage Mothers and Expecting Teenage Mothers Attending High School in Missouri." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729526.

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The purpose of this study was to discover and understand the life and academic experiences of high school teenage mothers and expecting teenage mothers. The research questions was, How do these teenage mothers and expecting teenage mothers describe their life and academic experiences in a Missouri high school; What challenges do they face to successfully continuing their education; and What would they want and/or need in a high school-based child-care center if it were to be implemented as part of the high school’s intervention with this at-risk population? The study was conducted at a medium-sized Midwestern Urban High School. The researcher interviewed 16 teenage mothers and expecting teenage mothers to provide insight into the research questions. Pseudonyms were used to preserve anonymity. Interviews were conducted face-to-face. The themes that emerged from the interviews included (a) problems with child-care, (b) barriers to resources, (c) teenage mothers’ and expecting teenage mothers’ recommendations, and (d) teenage mothers’ and expecting teenage mothers’ attitude toward pregnancy. Based upon the findings in this study, several recommendations may be beneficial to the life and academic success of teenage mothers and expecting teenage mothers attending urban high schools in Missouri: The inclusion of an on-site child-care center, whether it is in an adjacent building from the school itself or in a separate section within the school, would allow this particular population to attend school daily and on time regularly; therapeutic counselors and/or social workers along with guidance counselors should also be placed in the urban high schools; based on the participants’ statements, job training and paid internships placed in the schools would prepare the young mothers for jobs upon completing high school; visits from licensed pediatricians and dentists are recommended in the schools to see the children on a monthly basis; and the inclusion of a father support center should be placed in the urban high schools to work with teaching males, especially those who are fathers of children by the young ladies who are attending the school also, to be fathers whether their children attend the on-site center or not.

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4

Strand, Susan Joyce Meyering Ralph A. "Teen parent and/or student a profile of teen mothers' attitudes toward self, life, and education /." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713228.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 5, 2005. Dissertation Committee: Ralph A. Meyering (chair), John Lee Brickell, Dorothy Lee, Samuel J. Mungo, Olgert Pocs, Fred Taylor. Includes bibliographical references (leaves 225-246) and abstract. Also available in print.

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5

Ortiz, Lisa M. Jenkins Sharon Rae. "Educational attainment among high-risk teenage mothers." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3929.

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6

Ortiz, Lisa M. "Educational Attainment among High-Risk Teenage Mothers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.

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Decreased educational attainment has been associated with numerous factors such as teenage pregnancy, repeat pregnancy, risky sexual behavior, substance use, depression, and parental distress. Educational attainment was examined among a group of predominantly Mexican American teenage mothers who were considered at high risk to have a repeat pregnancy, contract sexually transmitted diseases (STDs), and use substances. Project Success Longitudinal Study is part of a national study funded by the Center for Substance Abuse Prevention. Participants were recruited from eight traditional high schools in a large South Texas school district, an area with a high rate of teenage pregnancy and substance use. The treatment intervention included a multidimensional curriculum that was implemented in the participants' high schools in addition to home- and school-based case management services. It was hypothesized that participants who received the intervention would be more likely to attain their high school degree or equivalent and that amount of treatment received would be associated with educational attainment. Additionally, it was hypothesized that profiles of participants who attained their high school degree or equivalent would differ in the areas of parental distress, social support, symptoms of depression, and substance use when compared to participants who did not attain their high school degree or equivalent. Results indicated that participants who received the intervention reported increased educational attainment during the first two years of the study. Additionally, all participants experienced positive changes on various psychosocial measures.

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7

Tarmy, Margaret. "Breastfeeding Experiences of Teenage Mothers in Vermont." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/227.

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ABSTRACT Despite efforts to establish national objectives, legislation, policy statements, advertisement campaigns and other initiatives to promote and support breastfeeding, segments of the population who are lower-income, less educated, and younger than twenty five are least likely to initiate and sustain breastfeeding. The purpose of this study was to understand the meaning of the lived breastfeeding experiences. The qualitative method of phenomenology was chosen to guide in-depth interviews with five women who were 18 or 19 years old and enrolled in the Nutrition Education and Supplemental Nutritional Program for Women, Infants and Children (WIC) while breastfeeding. Analysis revealed the essential structure of the breastfeeding experience to include three elements: deciding to breastfeed, the breastfeeding experience, and outcomes of the experience. Women formulated their perceptions of breastfeeding through past experiences, identified reasons to choose this feeding method and were supported to breastfeed. The experiences of learning how to breastfeed, coping with challenges and the support they received to continue breastfeeding impacted their experience. All of the women in this study used breast pumps for different reasons and had varying success. Women in this study had a range of comfort levels breastfeeding in front of other people. Emotionally, women experienced stress, frustration, insecurity, self sacrifice, but also felt empowered to learned how to breastfeed. Being the soul source of their infant’s nutritional needs made them feel special and contributed to the close bond they developed with their child. Paradoxical feelings regarding the joys and difficulties of breastfeeding are also experienced by adult women. However, adolescents may be more susceptible to the intensity of the breastfeeding relationship because of other developmental transitions they are undergoing, making adaptation into motherhood more difficult. Overall, women felt that hardships experienced were well worth the benefits. Implications for nursing and public health practice include promoting awareness of breastfeeding through legislation to support women’s right to breastfeed, celebrating breastfeeding publicly, and fostering breastfeeding friendly workplaces. Women should receive anticipatory guidance about what to expect with breastfeeding, how to manage physical and emotional challenges, be educated on ways to minimize embarrassment, and be informed of the availability and use of breast pumps. Young women who have had breastfeeding experiences and desire being role models for other young women should be incorporated into teen pregnancy programs to talk with pregnant adolescents about the breastfeeding experience.

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8

Johnstone, Muriel. "Teenage mothers’ reflections of their unintended, repeat pregnancies." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/3574.

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Magister Artium - MA
Globally, teenage pregnancy remains a disturbing phenomenon which impacts on the lives of teenagers, their families and society as a whole. Numerous attempts at addressing the problem have seen a decline in fertility rates but agreement still exists that the incidence of young girls bearing children is unacceptably high. Studies conducted over the years have emphasised both the causes and consequences of teenage births. Many studies too have explored the benefits of preventative strategies. Yet, despite all this, teenage pregnancy remains a cause for concern with many teenage girls remaining sexually active after a first pregnancy, and exposing themselves to subsequent pregnancies and births. This study was focused on teenage girls who had experienced unintended repeat pregnancies. Through the research a deeper understanding of the meanings that female teenagers ascribe to repeat pregnancies, were sought. A sample group of teenage mothers were allowed to take a step back from their experience of the repeat pregnancy; to think deeply about the experience, and to reflect on what they had learnt and how it has impacted on their current lives. The researcher employed a qualitative approach with a descriptive, explorative design in order to obtain a rich description of the experiences of teenage mothers who have been through a repeat pregnancy. The goal of the study was to explore and describe the reflections of these teenage mothers who had experienced unintended, repeat pregnancies. Data was obtained through semi-structured individual interviews where an interview guide was used. The data was analysed according to the steps outlined by Creswell (2009). Findings were noted and recommendations made. These recommendations are designed for role-players involved with teenagers and youth in general. Emphasis was placed on recommendations to professionals, like educators, healthcare workers and social workers who are at the coalface of dealing with teenagers who engage in sexual activity. Finally, recommendations for further research were made.

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Lipsmeyer, Kara Elizabeth Abell Ellen Elizabeth. "Adolescent co-parenting relationships and their effect on parental self-efficacy." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/LIPSMEYER_KARA_55.pdf.

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10

Chauke, Helen. "The challenges experienced by teenage mothers in secondary schools : the case of Hlanganani South Circuit." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/962.

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Thesis (M.Ed. (Curriculum Studies) --University of Limpopo, 2013
This qualitative study was conducted to explore the challenges experienced by teenage mothers in Hlanganani South Circuit Secondary Schools in the Vhembe District in Limpopo, South Africa. Hlanganani South circuit is made up of seven secondary schools and out of these seven three were sampled because of their vicinity and the high number of teenage mothers in them. A purposive sample was conducted wherein twelve teenage mothers aged between twelve to eighteen years, three educators and three School Management Team members from these secondary schools were sampled to explore the challenges that teenage mothers come across in these schools. Data were collected using two methods, namely: semi structured interview and documents analysis. Semi structured interviews were used to gather information from both teenage mothers and educators while documents such as period registers, attendance registers, morning study registers, permission register, winter enrichment programme registers, afternoon study register, quarterly schedules and continuous assessment tasks were used to explore the challenges faced by teenage mothers in secondary schools. Data from semi structured interview with teenage mothers were analysed and the following themes and categories emerged: difficulty in balancing schooling and motherhood, negative attitude by educators towards teenage mothers, negative attitude of peers, lack of extra lessons/catch up programmes for teenage mothers, lack of optional tasks/tests for teenage mothers, lack of counselling and support for teenage mothers, and lack of structures for teenage mothers. On analysing data from educators, the following categories emerged: lack of cooperation from teenage mothers, lack of commitment by teenage mothers on academic matters, poor school attendance, lack of time for extra lessons, and lack of time for optional tasks/tests. The analysis of data from documents indicated habitual absenteeism, dodging of lessons (morning and afternoon), missing tasks and poor performance by teenage mothers. The key findings of the transcribed interviews indicated that teenage mothers had difficulty in balancing schooling and taking care of their children, because they lacked support from their educators, peers, parents and the community at large. In order for teenage mothers to succeed with their schooling, maximum support is needed from all stake holders, that is peers, parents, educators and the whole community structures.

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Njoora, Jane Gathoni. "Listening to the voice of school-going teenage mothers : a case study of their needs and supports /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102183.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 296-308). Also available for download via the World Wide Web; free to University of Oregon users.

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12

Van, Wyk Emmerentia C. "Teenage girls' experiences of pregnancy and motherhood." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2874_1233151622.

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Teenage pregnancy and motherhood is a challenging phenomenon worldwide. The goal of this study was to explore and describe the perceptions and experiencesof a sample of teenage girls about pregnancy, birth and motherhood. The objectives of the research were to engage voluntary participants in autobiographical "
life stories"
and semi structured interviews relating to the phenomenon being studied
to analyze the qualitative information and do a literature control of the findings and compare and verify and make appropriate conclusions and recommendations.

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13

Pearce, Pamela Lipscomb Morreau Lanny E. "Characteristics of pregnant teenagers and attributes associated with self-image." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323741.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 16, 2006. Dissertation Committee: Lanny E. Morreau (chair), Jeffrey Hecht, Paula Smith, Miryam Assaf-Keller. Includes bibliographical references (leaves 112-123) and abstract. Also available in print.

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14

Larson, Nancy C. "Parenting stress among low-income young mothers in the transition to adulthood /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/11174.

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15

Wai, Hoi-ka Jessica. "Benefits of perceived social support in adolescent pregnancy : an integrative review /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36396990.

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16

Motjelebe, Nthabiseng Joyce. "The social support network of teenage mothers in Botshabelo." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3108.

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A qualitative and quantitative approach was chosen together with an exploratory and descriptive design in order to obtain knowledge, insight and understanding regarding the utilization of social support network of teenage mothers in Botshabelo. It is necessary for social workers to identify the social support systems that exist in a social support network of teenage mothers in order to select those systems which would be relevant to meet the needs of teenage mothers. The aim of this study is to present guidelines for social workers to empower teenage mothers to utilize social support networks to fulfil their roles as parents. A sample of ten teenage mothers (14 years to 19 years of age) who are from the service area at the J clinic in Botshabelo was involved in the study. A qualitative investigation was carried out by means of conducting interviews with the aid of a semi-structured interview guide. The responses of the participants and the findings of the study were analyzed and compared with the findings of previous studies. The results of the investigation confirmed that the findings of the literature study namely that teenage parenting severely impacts daily functioning of teenage mothers. These challenges include aspects related to financial problems, responding to the baby’s needs, attending classes or seeking for a job, while expected to play a mother’s role at the same time. The results of the study gave an indication of the nature of social work intervention that is needed for this target group: talking to someone, distributing information regarding teenage parenting, distributing information regarding available services, participating in a support group and learning to cope with daily activities. The findings of the research can be used as guidelines by social workers who need to empower teenage mothers to utilize their social support network.

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17

Pillow, Wanda S. "Policy discourse and teenage pregnancy: the making of mothers." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299257591.

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18

Yardley, E. B. "Teenage mothers' experiences of stigma and formal support services." Thesis, Aston University, 2007. http://publications.aston.ac.uk/10890/.

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This research has two focal points: experiences of stigma and experiences of formal support services among teenage mothers. Twenty teenage mothers were interviewed in depth, ten from a one-to-one support service, and ten from a group based support service. Contributions to knowledge consisted of the following. First, regarding experiences of stigma, this research integrated concepts from the social psychology literature and established the effects of stigma which are experienced by teenage mothers, offering reasons for the same. Additionally, further coping mechanisms in response to being stigmatized were discovered and grouped into two new headings: active and passive coping mechanisms. It is acknowledged that for a minority of participants, stigma does have negative effects, however, the majority experiences no such serious negative effects. Secondly, regarding experiences of support services, this research was able to directly compare one-to-one with group based support for teenage mothers. Knowledge was unearthed as to influential factors in the selection of a mode of support and the functions of each of the modes of support, which were categorised under headings for ease of comparison. It was established that there is indeed a link between these two research foci in that both the one-to-one and group based support services fulfil a stigma management function, in which teenage mothers discuss the phenomenon, share experiences and offer advice to others. However, it was also established that this function is of minor importance compared to the other functions fulfilled by the support services.

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Hunt-Morse, Marcy Chamberlain. "Adolescent mothers' psychosocial development : implications for parenting /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055692.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 126-133). Also available for download via the World Wide Web; free to University of Oregon users.

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20

Pfeifer, Tracy Michelle. "A biblical curriculum for mentoring and counseling teen mothers." Theological Research Exchange Network (TREN), access this title online, 2006. http://www.tren.com/search.cfm?p091-0057.

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21

Zimmerman, Patricia Arlyne. "Adolescent Mothers : Youth in Need of Developmentally Appropriate Services." PDXScholar, 2006. https://pdxscholar.library.pdx.edu/open_access_etds/4490.

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This research examines the childhood abuse and maltreatment experiences of adolescent mothers (age 14 to 17; N = 80) to investigate if these experiences have hindered their socioemotional development and consequently, their parenting behaviors and attitudes. Data were gathered using four standardized self-report instruments: the Child Trauma Questionnaire (CTQ), the Trauma Symptom Checklist for Children (TSCC), the BarOn Emotional Quotient Inventory-Youth Version (EQi-YV), and the Adult Adolescent Parenting Inventory (AAPI-2). Two additional questionnaires were developed to gather demographic and social service information to add to the knowledge base of the field, and to examine what (if any) developmentally focused services young mothers may need. Interitem and interscale correlations, simple regressions, and hierarchical regressions were produced and examined to determine the strength and types of relationships between the variables. The explanatory capabilities of sets of predictor variables were tested as well. Overall 76.3% of participants reported experiencing childhood abuse and/or neglect above minimal levels. Predictor variables high levels of emotional neglect and depression significantly predicted lower socioemotional development (p < .001 and p < .05); higher levels of socioemotional development significantly predicted more positive parenting attitudes regarding corporal punishment (p < .05); and socioeconomic status predicted more positive empathy and role reversal parental attitudes (p < .05). The results of the research also supported alternative hypotheses regarding the need for appropriate and specific developmental and clinical services for teenage mothers who have suffered childhood trauma and neglect. In spite of the high maltreatment rate reported by participants, only 24% of participants had received any family therapy and only 41% had received any individual therapy. Other developmental and/or clinical service provision proportions were quite low as well (range 24-54% not received). Accordingly, demographic and services data are provided, descriptively analyzed, and discussed in detail. Study limitations and practice considerations, and a new assessment and service delivery model are offered, as are suggestions for future research.

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Mothapo, Patrick Maredi. "The effects of demographic factors and social support on depression among high school teenage mothers in the Mankweng area." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/872.

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Thesis (M.A. (Clinical Psychology)) --University of Limpopo, 2011
Adolescent motherhood is a major problem in many societies throughout the world. One of the problems these young mothers have to deal with is depression. Depression often results in the disengagement of mother-child interaction. Adolescent mothers who are identified as depressed are more at increased risk of future psychopathology, with additional effects on their future and infants‟ lives. The aim of this study investigates the influence of demographic factors (age and marital status) and social support on depression among high school teenage mothers in the Mankweng area in Limpopo Province, South Africa. Two hundred adolescent mothers took part in the study. One hundred of participants were mothers while the others were non-mothers. Their ages ranged between 15 and 19. A quantitative research design and methodology was employed. Correlation analysis method was also used to associate lack of social support with depression. Correlation analysis indicates that lack of social support was a significant factor negatively affecting teenage mothers‟ disposition to depression (r = -0.609, p < 0.01). T-test analysis which was used to compare the experience of depression among teenage mother base on different age group, indicates that age does not play a significant role for teenage mothers to experience depression (t = 1.409, df = 98; p > 0.05). T-test analysis was also used to compare the experience of depression on married teenage mother and unmarried teenage mothers, and indicates that teenage mothers experience depression irrespective of marital status (t = 1.091, df = 98; p > 0.05). It is recommended that professional counseling be provided to teenage mothers before they return to the school system after giving birth. Support from social welfare and family members are also key support system for the young mothers so that these bring psychological and social stability in their lives.

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Joubert, Anne-Marie. "When teenagers become mothers : teenagers' experiences of pregnancy and motherhood." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/4866.

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Digitized using a Konica Minolta 211 PCL Scanner. 300dpi (OCR).
Thesis (MA (Psychology))--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: Most portrayals in the media, research and clinical literature of teenage pregnancy and motherhood concentrate on the negative consequences for the teenager, the baby and society. Although these portrayals do capture the experience of some of the cases, they fail to grasp the complexity of these teenagers' life choices and the alternative positive impact teenage pregnancy and motherhood may have on their lives. This qualitative study focuses on the autobiographical narrative of the teenager as she experiences pregnancy and becomes a mother. The sample consists of eight participants from a rural community outside Stellenbosch, South Africa. One pre-birth interview as well as three interviews after the birth of the baby were audio taped and transcribed. Responses showed significant data with regards to the impact of the emotional experience of teenage pregnancy and motherhood on the teenager, as well as her experience of herself, changes in her life as well as the nature of the pregnancy and motherhood experience. To date, the literature does not account for the unique and individual nature of how teenage pregnancy and motherhood impacts the individual. In contrast, this research illustrates the changes in the thoughts, emotions and behaviours of teenagers when they become mothers.
AFRIKAANSE OPSOMMING: Die meeste uitbeeldings in die media, navorsing en kliniese literatuur met betrekking tot tiener swangerskap en moederskap fokus op die negatiewe gevolge vir die tiener, die baba en die samelewing. Alhoewel hierdie uitbeeldings tog die ervaringe van sekere van die gevalle verteenwoordig, misluk dit om die kompleksiteit van die tieners se lewenskeuses vas te vang, asook die alternatiewe positiewe impak wat tiener swangerskap en moederskap op hulle lewens kan hê. Hierdie kwalitatiewe studie fokus op die outobiografiese naratiewe van die tieners soos hulle swangerskap en moederskap ervaar. Die deelnemers bestaan uit agt tieners vanuit 'n plaasgemeenskap buite Stellenbosch, Suid-Afrika. Een onderhoud tydens die tiener se swangerskap sowel as drie onderhoude na die geboorte van die baba is opgeneem en getranskribeer. Betekenisvolle data ten opsigte van die impak van die emosionele ervaring van tiener swangerskap en moederskap, asook die tiener se ervaring van haarself, veranderinge in haar lewensstyl en die aard van die swangerskap en moederskap ervaring het duidelik na vore gekom in die onderhoude. Tot op hede neem die literatuur nie die unieke en individuele aard van hoe tiener swangerskap en moederskap die individu beinvloed, in ag nie. In teenstelling illustreer hierdie navorsing die veranderinge in die denke, emosies en optrede van die tieners soos hulle moeders word.

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Baker-Spann, Kelley Allison. "Restructuring life within the context of adolescent motherhood." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035936.

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Ferguson, Beverley Elizabeth. "What experiences and challenges do schoolgirl mothers and mothers-to-be face when continuing in education?" Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/14165.

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Previous academic literature and Government agendas and policies share concerns about schoolgirl mothers/mothers-to-be not continuing in education and having lower qualifications. Despite this, research has not considered why schoolgirl mothers/mothers-to-be are more likely to drop out of education or why it is so difficult for them to continue. This thesis is an in-depth study of the experiences and challenges faced by schoolgirl mothers/mothers-to-be while continuing in education. Within this research consideration is given to: the deficit model that characterises schoolgirl mothers/mothers-to-be as discussed in the existing research literature; the experiences and challenges of schoolgirl mothers/mothers-to-be while attending school; and the support provided by education and health professionals to schoolgirl mothers/mothersto- be. The analysis of data (from questionnaires and interviews) was guided by three research questions: What experiences and challenges do schoolgirl mothers/mothers-to-be (aged 18 and under) living in Scotland encounter when continuing in education? What are the different approaches taken by local authorities in supporting schoolgirl mothers/mothers-to-be whilst at school? How do education and health professionals (school staff, health visitors) in schools and the National Health Service (NHS) support schoolgirl mothers/mothers-to-be while continuing in education during pregnancy and the early stages of motherhood? A review of policy was carried out across all local authorities in Scotland asking for information about how schoolgirl mothers/mothers-to-be are supported in school. The results of the review helped to identify the local authorities to be approached for inclusion in the study. Eleven local authorities and twenty-nine schools or alternative provisions across Scotland are represented in this study. Forty-three schoolgirl mothers/mothers-to-be who attended schools or alternative provisions within the eleven local authorities participated. Schoolgirl mothers/mothers-to-be completed a questionnaire and participated in an individual or group interview. A follow-up interview was conducted 9-12 months later. Seventeen members of staff from schools or an alternative provision that participants attended were interviewed. An interview was also held with five health visitors from the five NHS Boards across Scotland that the identified local authorities fell within. Overall, the experiences of participants in this study often do not fit with the deficit model that characterises schoolgirl mothers/mothers-to-be in popular accounts or Government agendas and policies. Many participants had a ‘really good’ or ‘good’ experience of school before pregnancy, conflicting with the expectation of disengagement with education. Schoolgirl mothers do have conflicting legal demands to remain in education and care for their baby but the data do not suggest that all are either engaged or disengaged from the education system. Professionals sometimes unintentionally exacerbated difficulties. Only a minority of participants were given the opportunity of a flexible tailored curriculum to attend school and college. Schoolgirl mothers/mothers-to-be could have had a much better experience at school had support such as childcare and transport assistance been provided. The relationship between professionals and schoolgirl mothers/mothers-to-be is key to help them overcome the different experiences and challenges of continuing in education while pregnant or after having a baby.

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Alotaibi, Sharifah A. "The Experiences of Young Women Taking Online High School Courses: Implications for Teenage Mothers." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341373181.

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Estrada, Luz. "Program evaluation of a mentoring program for teen mothers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1301.

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McCartney, Karen. "The socio-cultural construction of teenage motherhood in Santa-Maria, Trinidad." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388835.

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Harris, Mary Elizabeth. "A school-based cognitive behavioral group intervention for helping Mexican American adolescent mothers toward self-sufficiency : an effectiveness study /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004277.

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Otterblad, Olausson Petra. "Teenage childbearing : pregnancy outcomes and long-term consequences for the mothers /." Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-3953-5/.

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Lee, Hyunsook Chang. "Home environments and developmental outcomes of children born to teenage mothers." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152421/.

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Parker, Jeanette. "Factors Impacting the Financial Independence of Women Who Were Teenage Mothers." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4884.

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Teenage pregnancy in the United States is a national concern because of negative outcomes for teen mothers and their children of teen mothers. There is ample research on the negative outcomes associated with teen pregnancy: however, there is little research on the success of teenage mothers. This transcendental, phenomenological study examined how former teenage mothers overcame challenges of teen pregnancy to become financially independent adults. The research question for this study was: What factors enabled former teen mothers to overcome challenges of teen pregnancy to become financially independent adults? Principles from social learning theory and resilience theory provided the conceptual framework. Fifteen women who were teenage mothers participated in the study. Data were collected using semistructured interviews and a demographic questionnaire. Coliazzi's 7- step process was used analyze the data. Key findings showed the following: family support and government assistance enabled the women to continue their education and achieve financial independence; most fathers were supportive during the child's first year, but the support subsided as the relationship between the parents dissolved; the women received little support from their communities or from the educational system. Findings from this study make in important contribution to the literature by taking a strengths-based approach to document the success of teenage mothers. One recommendation is that human services professionals should advocate for stronger support systems for teen mothers because results from this study revealed that good support systems for teenage mothers will enable them to become stronger pillars of society, thus making a positive social change.

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McTaggart, Deborah L. "Breast cancer experience : mothers, adolescent daughters and the mother-daughter relationship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/NQ56587.pdf.

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Elliott, Nichole L. "Perceptions of mothers labeled adolescent or adult and their infants." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3891.

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Thesis (M.S.)--West Virginia University, 2005
Title from document title page. Document formatted into pages; contains viii, 89 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 39-44).

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Gosdin, Melissa M. "Perceptions of Postpartum Depression among Adolescent Mothers and the Social Construction of Related Stigma." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4916/.

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Six serial focus groups were used to explore the perceptions of postpartum depression among nine adolescent mothers. The discussions were tape recorded, transcribed and analyzed using symbolic interaction theory, specifically Goffman's concept of stigma. Participants identified major stigma themes in relation to postpartum depression, teenage pregnancy and motherhood, all of which were portrayed negatively in the media. Several key causes of adolescent postpartum depression were also found including self esteem relating to poor body image and social support. The findings indicate a much needed change in the way adolescent mothers are identified and treated for postpartum depression. Additionally, the importance of social support in preventing and treating adolescent postpartum depression is highlighted and programs addressing such concerns must be implemented.

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Nobukhosi, Maphophi Nandi. "Effects of teenage motherwood while at secondary school in rural communities of the Capricorn District, Limpopo Province." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1402.

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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.

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Kumbin, Christine Vonkur. "Policy provision for school-aged mothers in Nigeria." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297961.

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Brace, Andrea Michelle. "Analysis of the effectiveness of the Circle of Care Program in increasing life outcomes among teen mothers in Troup County, Georgia." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03252009-094833.

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Oswalt, Krista Lee. "Outcomes of massage interventions on teen mothers and their infants." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007m/oswalt.pdf.

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Burns, Vicki E. "The experience of having become sexually active for adolescent mothers." Free to MU Campus, others may purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091907.

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Hanna, Barbara Anne, and kimg@deakin edu au. "The intersection of autonomy and social control: Negotiating teenage motherhood." Deakin University. School of Nursing, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031124.175225.

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Contrary to popular belief, teenage mothers are a declining proportion of birthing women; however they receive much negative public attention. Of particular public concern is the high cost of supporting teenage mothers, in terms of financial, health and welfare resources. Historically, the typical founding mother of white Australia was single, but post-war changes in the family structure incorporated the expectation that children be born into two-parent households with the male as the breadwinner. Policy changes in the seventies saw the introduction of the Sole Parents Pension which meant that many birthing teenage women could choose to keep their infants rather than have a clandestine adoption or an enforced marriage. The parenting practices of teenage mothers have been criticised for being less than optimal, and mother and child are reported as being disadvantaged cognitively, psychosocially, and educationally. One widespread nursing service which provides support for new mothers in Victoria is the Maternal and Child Health Service; however, teenage mothers appear reluctant to use such services. Why this should be so became an important question for this research, since little is known about the parenting practices of teenage mothers. This study therefore sought to explore mothering from the perspective of five sole supporting teenage mothers each of whom had a child over six months of age. The research methodology took an interpretive ethnographic approach and was guided by feminist principles. The data were collected through repeated interviewing, participant observation, informal discussions with key informants, field notes and journalling. Data analysis was aided by the use of the software, program NUD-IST. It was found that the young women in this study each chose to give birth with full realisation that their existence was dependent on the Welfare State. Unanticipated, however, were the many structural barriers which made their lives cataclysmic, but these reinforced their determination to prove themselves worthy and capable mothers. The young women negotiated motherhood through a range of social supports and through maternal practice. Unquestionably, their social dependency on the welfare system forced them into marginal citizen status. Moreover, absolute and intrinsic poverty levels were experienced, brought about by inadequate welfare payments. Formal support agencies, such as the Maternal and Child Health nurses were rarely approached to provide childrearing support beyond the initial months following birthing, since the teenagers' basic needs such as shelter, food and clothing took precedence over their parenting needs. Additionally, some nurses were perceived to hold judgmental attitudes towards teenage mothers. It was far easier to forestall confrontation with nurses and the other 'older' women clientele by avoiding them. Thus XI they turned to charitable agencies who provided a safety net in the form of emergency supplies of money, food, or equipment. Informal networks of friends provided alternative modes of support when family help failed to materialise. The children, however, provided the young women with an opportunity to transform their lives by breaking free of the past, and by creating a new, mature existence for themselves. Despite being abandoned by family, friends, lovers and society, in the privacy and isolation of their own homes, they attempted to provide a more nurturing environment for their children than they themselves had received. Each bestowed unconditional maternal love on the child and were rewarded through the pleasures of watching their children grow and develop into worthwhile individuals. The children became the focus of their attention and their reason for living. In the course of their welfare dependency, the young women became public property, targets of surveillance, and were subjected to stigmatising and condescending public attitudes wherever they went. In this way, it was evident that they were an oppressed group, but each found ways of resisting. Rather than focussing on their oppressive or disabling lives, or dwelling on their disadvantaged status, the young women sought their identities as mature women through motherhood and by demonstrating that they could do this important job well. Through motherhood their lives had meaning and a sense of purpose. The thesis concludes that motherhood in the teenage years is difficult. However, if appropriate supports are made available, teenage mothers need be no different from non-teenage mothers. But with state resources shrinking, and their own resources limited, teenage mothers are disadvantaged. In some ways, this study showed that all levels of support were inadequate, although those provided through the charitable organizations were seen to be the most appropriate. This reflects the current policy of economic rationalism adopted by most Western liberal democracies in the 1980s and 1990s and no less by the former Keating Labor Government in Australia.

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Cruz, Melissa M. "A statewide comparative study of enhanced referral services given to teenage mothers offered by the Illinois child care resource and referral system through the teen parent initiative program and the non-enhanced referral services given to teenage mothers offered by the Illinois child care resource and referral system /." View online, 1996. http://repository.eiu.edu/theses/docs/32211131391450.pdf.

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43

Brown, Amber L. "Children of Teenage Mothers: School Readiness Outcomes and Predictors of School Success." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9117/.

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The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.

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Tshotetsi, Lumbani. "Risk factors for low birth weight for teenage mothers in Tshwane District." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63035.

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Introduction: The magnitude of low birth weight was estimated to be 13% globally in 2013 by UNICEF. Some studies have alluded that adolescence is associated with low birth weight. This study was done to assess whether teenage mothers had the same risk factors for low birth weight as the adult mothers in Tshwane District. Method: A case control study of retrospective data was done comparing low birth weight babies of teenage mothers and low birth weight babies of adult mothers for January to December of 2014. Normal birth weight babies were selected as controls from the same age groups with 1:1 ratio. A total sample size of 1 073 was reached and data analysis using STATA 14® was done to identify risk factors. Results: Out of a total sample of 1 073, about 77 % were adult mothers and 23% teenage mothers. Our study confirms that mothers are at an increased risk for low birth weight when they deliver prematurely OR 6.81, 95% confidence interval (CI) 3.41 to 13.60 and p value <0.001. Women who attend 4 or less antenatal visits had increased odds (OR 1.39, 95% CI 1.03 to 1.86 and p value 0.028) of delivering a low birth weight baby than mothers who attended 5 or more times. When mothers were grouped by age, teenage mothers were more likely to deliver a low birth weight baby when they delivered prematurely (AOR 5.81, 95 % CI 2.27 to 14.07; p value <0.001) while for adult mothers, delivering prematurely (AOR 6.58, 95% CI 3.38 to 12.82; p value <0.001) and attending antenatal care less than 4 times (AOR 1.33, 95 % CI 1.02 to 1.72; p value 0.032) were risk factors. We further found that delivering preterm low birth weight babies was associated with young maternal age (AOR 0.47; 95% CI 0.31 to 0.71; p value <0.001) and attending less than 4 antenatal visits (AOR 1.92, 95% CI 1.06 to 3.47; p value 0.030). Conclusion: This study is the first to stratify risk factors for low birth weight for teenage mothers in Tshwane District. Teenage mothers are less likely to deliver low birth weight babies though they have a higher risk if they deliver prematurely.
Dissertation (MSc)--University of Pretoria, 2017.
School of Health Systems and Public Health (SHSPH)
MSc
Unrestricted

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Brown, Amber L. "The Effect of Breastfeeding Education on Breastfeeding Initiation Rates Among Teenage Mothers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc5550/.

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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.

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46

Brown, Amber L. Morrison George S. "Children of teenage mothers school readiness outcomes and predictors of school success /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9117.

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Middleton-Hinton, Aldison. "Understanding Barriers African American Teenage Mothers face in Pursuit of Higher Education." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4536.

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Researchers have found that social workers have difficulty identifying their roles in responding to the barriers African American teenage mothers face in pursuit of higher education. This action research project explored the roles social workers play in responding to the barriers African American teenage mothers face in pursuit of a college education and how social workers responded. The ecological systems theory was used to help understand this phenomenon. An action research methodology was used to collect data from 6 licensed social workers who worked with African American teenage mothers. Three focus groups were facilitated to explore the social work practice problem. The data were collected, transcribed and coded using an open coding and thematic analysis process. Findings revealed 5 overarching themes: 1) emotions; 2) barriers; 3) support systems; 4) success factors; and 5) social work practice approaches and implications. Findings indicated that these social workers responded to the barriers African American teenage mothers face by exploring teenage mothers' emotions as well as their own emotions, by using appropriate social work practice approaches, and exploring the factors that contribute to teenage mothers' success. Participants also responded by acknowledging teenage mothers' support systems and by addressing the actual barriers while in the roles of case manager, educator, broker, and advocate. These findings affect positive social change across all systems of society by guiding social workers to find and implement feasible and sustainable psychosocial interventions to address identified barriers. Eliminating these barriers provides higher educational opportunities for African-American teenage mothers.

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Mojapelo, Tshepiso D. "The lived experiences of single teenage mothers in Botswana : a phenomenological study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/890.

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This study was designed to explore-the lived-experiences of single teenage mothers in Botswana, as perceived by them. The participants were teenage mothers who had to leave school due.to pregnancy. They had either completed year one in secondary school or were in year two. Their ages ranged between 16 and 19 years. The ages of their babies range from five to 10 months, with the exception of one child who was three years old. All teenage mothers came from low socio-economic backgrounds with families whose parents were either not working, or were working in the lowest paying jobs as cleaners or drivers. Some were from single parent families with the mother working as a cleaner in government offices. They all lived in the high population density area of Gaborone such as Old Naledi and Broadhurst Self Help Agency, where many illicit behaviours are observed. The study• is undertaken through a phenomenological approach which is guided by the reality of lived experiences to a theoretical construct. This research was conducted to uncover young single experiences .concerning motherhood.

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Parker, Gwendolyn. "An ethnography of a residential life skill training program for American teenage mothers of Caribbean descent /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10936816.

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Wenham, Aniela. "Mothers in the making : a qualitative longitudinal study exploring the journey of becoming and being a teenage mother." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2832/.

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Qualitative longitudinal research (QLR) has been described as an emerging and innovative methodology particularly adept at exploring the complex multifaceted nature of young people's lives. Adopting a qualitative longitudinal approach, this thesis explores young women's experiences of teenage pregnancy and motherhood. Highlighting the use and value of this methodology demonstrates the complexity of teenage pregnancy and motherhood, especially with regard to developments through time and how an individual narrative can unfold. By taking a holistic biographical approach this thesis also considers the role of 'critical moments' through time in defining and impacting upon young mother's transitions, identities and life chances. The value of focusing upon processes rather than simply outcomes can also help inform more receptive policy approaches. For instance, being able to grasp the significance of events and ascertain the causes and processes through time help ensure that policy initiatives correspond to the needs of service users. As the thesis will highlight, QLR should be viewed as a distinctive methodological approach that can provide unique and valuable insights into the processes attached to complex social phenomena and give weight to the lived experiences of young mothers. What makes this thesis an original contribution to the literature is how it views teenage pregnancy and motherhood as fluid and dynamic, moving away from the static snap shots that often depict young mothers as struggling, or even 'failing' (at one moment in time), to a more nuanced account that reflects their journeys into motherhood and changes through time.

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