Creating Policy Guidelines with Young Mothers in Further Education

Autor/in	Carter, Jemma
Titel	Creating Policy Guidelines with Young Mothers in Further Education
Quelle	In: Educational & Child Psychology, 35 (2018) 3, S.20-31 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Mothers; Early Parenthood; Guidelines; Foreign Countries; Policy Formation; Participative Decision Making; Inclusion; Best Practices; Social Support Groups; Late Adolescents; Out of School Youth; Pregnancy; Child Rearing; Public Policy; Educational Psychology; Adult Education; Access to Education; United Kingdom (Bristol) + Suchen Sie Ihr Suchwort? Mother; Mutter; Richtlinien; Ausland; Politische Betätigung; Inklusion; Social support; Soziale Unterstützung; Halbstarker; Schwangerschaft; Kindererziehung; Öffentliche Ordnung; Erziehungspsychologie; Pädagogische Psychologie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Access; Bildung; Zugang; Bildungszugang
Abstract	Rationale: Support for young mothers who are within the UK education system has been found to be inconsistent and ineffective (Evans & Slowley, 2010; Austerberry & Wiggins, 2007; Bullen et al., 2000) with examples of discrimination and the perpetuation of stereotypes identified by previous researchers (Dawson et al, 2005; Vincent & Thomson, 2010). Despite this, researchers have found that having a child can lead to increased ambition in relation to education and employment, and the negative effects of becoming a parent in adolescence may be mitigated by education (Higginbottom et al., 2006; Smith & Wayman, 2009; Sullivan et al., 2011). This suggested importance of education for young mothers has been met with variability in the amount and quality of support. Aim: The current research aimed to create participatory policy guidance, using the experiences of young mothers in further education to illuminate best practice in relation to their successful inclusion. A combined approach using Q methodology and narrative analysis was used with five young women engaged in the UK further education system. Participants individually ranked a set of 41 support strategies, from most useful to least useful. Data from these interviews were analysed for consensus statements and using narrative methods. Findings: Consensus statements identified types of support the participants saw as being most useful, and a number of common themes were identified through conversations about their experiences, which placed emphasis on emotional and social support. This commonality was used as the basis for policy guidance, with supporting statements from the young mothers offered as direct evidence. Limitations: Sample size was an issue in the current research, the local area seemed to present low numbers of young mothers accessing education. The guidelines are therefore intended for local recommendation, and wider local research would be beneficial. Conclusion: The current research has offered one way to approach participatory policy making with a group of young people vulnerable to exclusion. It hopes to offer stimulus to consider other groups of young people, and to look towards how we can make policy creation more person-centred. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01