Abstract:Purpose -Evaluation of the Teens & Toddlers (T&T) positive youth development (PYD) and teenage pregnancy prevention programme suggested that the intervention had minimal effectiveness partly due to its unclear theory of change. This study examines the lived experiences of young women participating in the programme to contribute to a clearer understanding of intervention process and potential mechanisms.Design/methodology/approach -We conducted four focus groups (n=20), eight paired or triad interviews (n=12) a… Show more
“…Though the young women were typically excited about participating in the T&T programme, (Sorhaindo et al., in press), some described how they managed the stigma associated with being labelled as at risk of teenage pregnancy by remaining silent about the programme's aim when talking about it with others, including their parents. …what do you think your mum would think about that?…”
Section: Resultsmentioning
confidence: 99%
“…At the time of this study, T&T was undergoing evaluation via Randomized Controlled Trial (RCT) and the evaluators also offered a list of evidence-based risk factors for teenage pregnancy to assist school staff with the selection of appropriate programme participants. Later during the evaluation, we discovered that staff responsible for selection rarely used either of these tools (Jessiman et al, 2011), but rather based their selection of potential programme participants on their documented and anecdotal knowledge of the student and/or their intuitive sense of the students' risk for teenage pregnancy (Sorhaindo et al, 2016;Jessiman et al 2011, pg. 29).…”
Research on the unintended consequences of targeting 'high-risk' young people for health interventions is limited. Using qualitative data from an evaluation of the Teens & Toddlers Pregnancy Prevention programme, we explored how young women experienced being identified as at risk for teenage pregnancy to understand the processes via which unintended consequences may occur. Schools' lack of transparency regarding the targeting strategy and criteria led to feelings of confusion and mistrust among some young women. Black and minority ethnic young women perceived that the assessment of their risk was based on stereotyping. Others felt their outgoing character was misinterpreted as signifying risk. To manage these imposed labels, stigma and reputational risks, young women responded to being targeted by adopting strategies, such as distancing, silence and refusal. To limit harmful consequences, programmes could involve prospective participants in determining their need for intervention or introduce programmes for young people at all levels of risk.
“…Though the young women were typically excited about participating in the T&T programme, (Sorhaindo et al., in press), some described how they managed the stigma associated with being labelled as at risk of teenage pregnancy by remaining silent about the programme's aim when talking about it with others, including their parents. …what do you think your mum would think about that?…”
Section: Resultsmentioning
confidence: 99%
“…At the time of this study, T&T was undergoing evaluation via Randomized Controlled Trial (RCT) and the evaluators also offered a list of evidence-based risk factors for teenage pregnancy to assist school staff with the selection of appropriate programme participants. Later during the evaluation, we discovered that staff responsible for selection rarely used either of these tools (Jessiman et al, 2011), but rather based their selection of potential programme participants on their documented and anecdotal knowledge of the student and/or their intuitive sense of the students' risk for teenage pregnancy (Sorhaindo et al, 2016;Jessiman et al 2011, pg. 29).…”
Research on the unintended consequences of targeting 'high-risk' young people for health interventions is limited. Using qualitative data from an evaluation of the Teens & Toddlers Pregnancy Prevention programme, we explored how young women experienced being identified as at risk for teenage pregnancy to understand the processes via which unintended consequences may occur. Schools' lack of transparency regarding the targeting strategy and criteria led to feelings of confusion and mistrust among some young women. Black and minority ethnic young women perceived that the assessment of their risk was based on stereotyping. Others felt their outgoing character was misinterpreted as signifying risk. To manage these imposed labels, stigma and reputational risks, young women responded to being targeted by adopting strategies, such as distancing, silence and refusal. To limit harmful consequences, programmes could involve prospective participants in determining their need for intervention or introduce programmes for young people at all levels of risk.
“…It seeks to promote generalised positive development of assets such as bonding, resilience, social, emotional, cognitive, behaviour or moral competence, self-determination, positive identity, belief in the future, recognition for positive behaviour and opportunities for pro-social involvement (Lerner et al 2005;Roth et al 1998). Engagement in meaningful experiences, particularly activities that enable young people to interact with and feel connected to others, is believed to progressively grow competence by allowing people to develop through active engagement with their environment (Sorhaindo et al 2016). Enabling personal agency in this context involves supporting individuals in their growing autonomy and providing opportunities for young people to progressively exercise agency and involvement in decision making (Sanders et al 2015).…”
Section: The Contribution Of Positive Youth Development For Supportinmentioning
confidence: 99%
“…Contextual and individual risks factors such as abuse, neglect, educational disengage-ment and neighbourhood disadvantage can reduce the capacity of young people to thrive and achieve positive trajectories (Berzin 2010). There is growing interest in defining the characteristics of youth work practice most effective in improving outcomes for disadvantaged young people (Case & Hunter 2012;Sorhaindo et al 2016). As contextual and individual risks factors tend to cluster together (Goodhind, Gilchrist, & Memon 2014;Jackson, Sweeting, & Haw, 2012), there are increasing calls for youth services to work holistically with young people and for programs able to address multiple needs .…”
Section: Introductionmentioning
confidence: 99%
“…This also involves seeing young people not as passive recipients of services, but as equitable partners and active participants of society . Such a positive orientation may be especially important for disadvantaged young people, many of whom have primarily been defined in terms of their exposure to risk factors (Sorhaindo et al 2016).…”
Despite the policy and academic interest in helping disadvantaged young people into employment and education, and towards a more positive future, little is known about the process of supporting positive transitions for young people. In Australia and internationally, youth work is increasingly considering alternatives to the traditional deficit-oriented and risk-averse approach to supporting young people experiencing social or material disadvantage. With an outset in youth practitioners' perspectives on their work and underpinned by key concepts drawn from the Positive Youth Development approach, this paper seeks to improve understandings of how best to support disadvantaged young people's ability to thrive, facilitate practitioner dialogue and strengthen practice. Qualitative interviews were conducted with twelve youth practitioners and a focus group run with an additional eight. The paper explores three concepts emerging from the analysis that were identified as key to understanding the unique potential youth work practitioners have to support positive transitions with and for disadvantaged young people: having an ecological focus, encouraging personal agency and fostering alternative possibilities. The findings propose new possibilities for working with young people with whom mainstream services struggle to engage. The paper concludes by discussing the practical implications and limitations of this approach.
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