Teen Parenting and Homelessness Risks

Introduction

Reports by the Office of National Statistics (ONS, 2019) indicate a fluctuating prevalence of birth to teenage parents in the UK. For instance, the report shows that in 2016, there was a decrease of 11% in birth to teenage parents from 20,351 in 2015 to 18,086 in 2016. However, no matter the fluctuating prevalence, there are several outcomes of adolescent parenting, one of them being homelessness. Research by Baggerly (2003) indicates that exposure to homelessness at a young age predisposes the children to negative self-esteem. Ideally, from a developmental point of view, homeless children are exposed to various environmental hazards that may affect their cognitive and physical well-being (Baggerly, 2004). Similarly, Bandura & Jenkis (2009) observe that homeless children or those living in dilapidated areas are at high risk of missing immunization campaigns against various preventable diseases. More worryingly, these children may be exposed to dangerous environmental toxins such as lead-based paints, which have been confirmed to cause learning disabilities and developmental problems (Hansan, 2011). Ultimately, according to the Interagency Working Group on Youth Programs (2010), these children face various inequalities among their peers, a phenomenon that may affect their self-esteem. The main aim of this study is to explore existing evidence on the effectiveness of play therapy in enhancing self-esteem levels of children born to teenage parents. In doing so, the researcher will apply the BEAM framework proposed by Bizup (2008). It will entail a critique of two literary materials selected through a systematic process highlighted in Appendix 1. Fundamentally, the BEAM framework will enable the researcher to critique the literary articles with respect to their usefulness as a background source, exhibit source, argument source, or method source.

Barlow et al. (2012)

Barlow et al.’s (2012) main objective was to explore the effectiveness of both group and individual-based programs in improving the psychosocial well-being of children born to teenagers and their parents. The study was based on the background that there is a potentiality of parenting programs being important initiatives for supporting teenage parents and their children, primarily owing to the data presented by previous reviews. The study took the form of a review of existing research papers published between the year 2008 and 2010 from various online databases such as PsycINFO, ERIC, and CINAHL. Key to the researcher’s focus was randomized control trials that aimed at evaluating the effectiveness of parenting interventions for teenage parents. Upon reviewing eight studies with a total of 513 participants, 19 out of 47 outcome comparisons revealed statistically significant results showing that parenting programs were effective in enhancing the psychosocial well-being of children born to teenage parents and their parents. Typically, the programs included home visiting, helping the parents understand their parenting roles, and helping the parents learn how to manage various behavioural and emotional responses of their children. Moreover, the researcher conducted a meta-analysis of four out of eight studies and found statistically significant evidence showing that in the intervention group, parents were more responsive to their children after the intervention (SMD -0.91, 95% CI -1.52 to -0.30, P = 0.04), while children in the intervention (SMD -0.71, 95% CI -1.31 to -0.11, P = 0.02), group were found to be more responsive to their mothers after the intervention.

The findings of this study can be used as a source of background to build the knowledge base regarding play therapy and its effectiveness in improving the self-esteem among children born to teenage parents. The study’s emphasis on adult programs that are based on various theoretical underpinnings such as the family system, the psychodynamic theory, and behavioural theory is generative in grasping how play therapy can be applied within a similar context to promote the psychosocial well-being of homeless children born to teenage parents. Ultimately, Barlow et al. conclude that there is enough evidence on the effectiveness of parenting programs in enhancing various aspects of the interaction between the teenage-born children and their parents. But, there are several limitations of this study that may affect the use of its findings as a background source to the current research. First, not all the studies reviewed by the researchers had been published. For instance, one study, Bulchoz (1993) was not published. The researcher also failed to clarify the publishing status of several other studies, including Cunnington (2001) and Day (2010). Including non-published studies in the review affects the credibility and reliability of the study because according to Heaton (2008), published studies undergo thorough review, which enhances the accuracy and validity of their findings.

Another limiting factor to the findings by Barlow et al. is that only randomized control trials were included in the review. While this selection criterion was justified because the study sought to evaluate the effectiveness of an intervention, failure to include studies with other research designs limited the nature of data the researchers could have gathered. For instance, if the researcher included surveys (i.e., qualitative data), they would have collected data regarding the perceptions, attitudes, and experiences (Gill et al., 2008) of the parents in terms of how they interact with their children after participating in the parental programs. This data could have been useful in determining the subjective response of parents and their children to parental interventions. All in all, this study acts as a rich background source to help in understanding the nature and intensity of problems faced by teenage parents and the possibility that various theory-based interventions can help remedy those problems.

Quick (2018)

Children who can effectively communicate are likely to have better self-esteem than their counterparts who lack these traits. For instance, Lock (2004) argues that as children learn language and communication skills through their environment and relationship with their parents, they develop the ability to interact with their peers as well as the ability to express their needs. Consequently, they develop self-confidence and self-esteem to cope with the challenges around them. Against this backdrop, Quick (2018) initiated a project aimed at enhancing teenage parent’s ability to promote their children’s early language and communication skills – using play therapy as one of the interventions. The project was based on Urban Institute’s (2014) proposition that the different problems faced children born to teenage parents exposes them to more difficulties in developing language and reading skills. The intervention involved a series of workshops and programs that taught the participants about the importance of early language and communication skills among children, as well as the various activities that the teenage parents can engage in to enhance the language and communication skills in their children. Besides, the workshops included sessions for teaching and encouraging parents on the role of play and songs as motivators to children’s participation during speech and language classes.

Ultimately, Quick et al (2018) reported a positive result among the over 125 teenage parents who participated in the project. Particularly, the project initiators conducted a follow-up based on two major questions namely: what the participants learned from the project, and whether the program initiated a change in how the participants interacted with their children. Responses from the participants were positive and demonstrated how the intervention was effective in developing skills for enhancing their children’s language and speech capabilities. In the context of BEAM framework, this article can be of use in two ways: as an exhibit, and as and method source. As an exhibit, the article provides evidence that with effective knowledge and skills, teenage parents can use play therapy as a tool for enhancing their children’s speech and language abilities, and consequently enhance their self-confidence and self-esteem (Lock (2004). These findings are in agreement with Baggerly & Jenkins (2009), who asserted that different techniques such as play therapy are useful in developing children’s communication skills and that effective communication skills can enhance the children’s self-esteem. As a method source, this article provides a step-wise procedure of how one could develop a similar project targeting children born to teenage parents.

Continue your journey with our comprehensive guide to Erikson’s Psychosocial Model for Well-Being.

But there are several limitations of this article that affects the generalizability of its findings – especially in the context of the current research question. For instance, the article was not clear on the project’s bottom line results and findings – no in-depth discussion of these findings and comparison with other similar projects to ascertain the validity of the findings (Creswell, 2017). Furthermore, whereas the testimonials (i.e. which are qualitative data) of the impact created by the program are well-illustrated, there is little information regarding the challenges experienced during the project’s implementation process, and according to Elo & Kyngas (2008), this affects the manner in which the project would be replicated by another researcher. In conclusion, the main aim of this study was to determine whether play therapy in homeless children born to teenage parents can be effective in enhancing their self-esteem. While a literature search revealed a paucity of research in this topic area, the search revealed two research articles that were in useful in achieving this evidence. Ultimately, the two sources were reviewed and used with respect to the BEAM framework to develop some evidence. The first source was used as a background source to provide general information – by highlighting the theoretical background of play therapy. This source provides background information that parental interventions can be effective in addressing the child’s emotional and behavioural interaction between the parent and the child, yet this interaction is useful in developing a child’s self-esteem. The second has been used as an exhibit to provide evidence that with effective knowledge and skills, teenage parents can use play therapy as a tool for enhancing their children’s speech and language abilities, and consequently enhance their self-confidence and self-esteem.

References

Baggerly, J. (2003). Child-centered play therapy with children who are homeless: perspective and procedures. International Journal of Play Therapy, 12(2), 87-106

Baggerly, J. (2004). The effects of child-centered group play therapy on selfconcept, depression, and anxiety of children who are homeless. International Journal of Play Therapy, 13(2), 31-51.

Baggerly, J., & Jenkins, W. W. (2009). The effectiveness of child-centered play therapy on developmental and diagnostic factors in children who are homeless. International Journal of Play Therapy, 18(1), 45-55

Barlow. J., Smailagic, N., Bennett, C., Huband, N., Jones, H., Coren, E. (2011) Individual and group based parenting programmes for improving psychosocial outcomes for teenage parents and their children. Cochrane Database of Systematic Reviews, Issue 3

Bucholz, E. S., & Korn-Bursztyn, C. S. (1993). Children of adolescent mothers: are they at risk for abuse? Adolescence ;28: 361–82

Cunnington, B. A. (2001). What’s so bad about teenage pregnancy?. Journal of Family Planning and Reproductive Health Care ;27(1):36–41.

Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications

Day, C., Kowalenko, S., Ellis, M., Dawe, S., Harnett, P., & Scott S. (2010). The Helping Families Programme: A new parenting intervention for children with severe and persistent conduct problems. Child and Adolescent Mental Health

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.

Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: interviews and focus groups. British dental journal, 204(6), 291-295

Heaton, J. (2008). Secondary analysis of qualitative data: An overview. Historical Socia l Research/Historische Sozialforschung, 33-45.

Quick, R. (2018). Enhancing Language and Literacy Skills for Children of Teenage Parents, Childhood Education, 94:5, 72-77, DOI: 10.1080/00094056.2018.1516476