Barriers of Care for Young Parents

Barriers of Care for Young Parents Young Parents’ Perceptions of Barriers to Antenatal and Postnatal Care Eileen Bates, Scott Atwood Pregnancy in the young adult population is lacking education, and supportive services. Young parents are faced with difficulties in returning to employment, and education or training. â€Å"In addition, young parents face an increased risk of social exclusion and postnatal depression† (Berrington et al, 2005). There was no research questions stated in this article. Currently, there is a scarce amount of literature on support for pregnancy in young adults. Ley’s (1982) cognitive model of adherence has three aspects: satisfaction, compliance, and communication; all three of which were applied to this study. For protection of the participants’ rights, the ethical approval for the adolescent parents over the age of sixteen to be recruited was obtained by Kingston University, London, United Kingdom. For the research design in this study, mixed-methods were used. There was a questionnaire, and there were two focus groups. The sample and setting for this study was done with adolescent parents whom lived in London near a PCT. A PCT is similar to a Health Department. The adolescent parents in this study were defined as: a young person, or their partner whom conceived under the age of twenty-two. As an incentive, the participants were given supermarket vouchers. This study was done with predominantly white British young parents. Their ages ranged from 15-25 years old at the participants’ age of conception. For data collection, the questionnaire contained five sections, with both open and closed-ended questions. The sections were as followed: a self-esteem measure, participant characteristics, future plans, antenatal needs and support, and postnatal needs and support. The procedure for the questionnaire was to pass out 58 questionnaires to divide the group into parents with high self-esteem, and low self-esteem. The focus groups were designed to add detail, and information provided in the questionnaire. The procedure for the focus group was to divide the participants into two groups; antenatal and postnatal parents. Of the 58 participants used for the questionnaire, ten participants were chosen for the focus groups; three mothers and two fathers were in the antenatal group, and five mothers were in the postnatal group. The questionnaires’ findings concluded that there was a trend among self-esteem, and the adolescent parents’ reaction to society’s treatment of them. â€Å"’I feel that society tends to make you feel like everyone is better than me, and that I am a disgrace’ (mother, age 18)† (Smith and Roberts, 2009). 37 of 58 participants attended antenatal support classes. Attendance positively correlated with self-esteem. More parents with high self-esteem attended the antenatal support classes than parents with low self-esteem. When asked the reason for not attending postnatal support classes, the main reason given was they did not know such classes were available. The antenatal focus group’s findings concluded that, â€Å"All the young parents indicated that they would like to attend postnatal classes, but felt they were not given sufficient information about these classes to attend† (Smith and Roberts, 2009). The postnatal focus group’s findings concluded that relatives and friends were portrayed as the most helpful resource of postnatal support. All the young mothers perceived society to have a negative view of adolescent parents. â€Å"’They think you’re just a dirty little slag basically’ (mother, age 19)† (Smith and Roberts, 2009). The study yields results that expand discussion on several different areas that may influence desire or ability to seek treatment. The one quality presented by test subjects universally was the desire to be a good parent (Smith Roberts, 2009). Outside of this, influencing variables were labeled as self-esteem, age, and gender. The results of the study conclude that varying levels of self-esteem influence attendance. Low self-esteem may be acting as a barrier to attendance while those with higher self-esteem seemed to be more likely to attend. The unknown aspect of self-esteem is that the study is unable to conclude if the increased levels of self-esteem were present prior to attendance or if attendance of support groups increased self-esteem (Smith Roberts, 2009). Secondly, age was an obstacle to attendance. Younger parents seemed to have a difficult time when mingling with older parents. Due to differences in financial situations, younger parents were discouraged when drawing comparisons between themselves and older parents and experienced feelings of insignificance (Runciman, 1966). Younger parents also reported less-than satisfactory experiences with health care professionals. These unsatisfactory experiences are thought to be related to the health teams lack of training, knowledge, and communication skills related to young parents (Smith Roberts, 2009). Lastly, gender had an effect on young parents seeking care. The issue was mostly related to the necessity of different education for each gender. Societal norms dictated roles for the mother and father which led to the father being left out of education regarding infant care (Warin, 1999). Smith and Roberts believe there is a need to include revisions to current teachings to better include young fathers. The main revisions recommended to achieve improvement in the delivery of care for the population of this study is varying education and support systems. By extending time constraints to over 19, this would allow new young mothers more time to become mothers. Education delivery must also be changed, according to the study, so information can be better received by young parents. Lastly, the way information about programs that are already available is delivered to the target population must be changed due to the degree of isolation of the subjects (Smith and Roberts, 2009). While the study is not perfect, it does open the door for improvement. The system of delivery must be made more targeted and precise. If education can be changed for healthcare professionals and the young parents, it may improve the outcomes of providing treatment to this under-treated population (Smith and Roberts, 2009). References Berrington A, Hernandez IC, Ingham R, Stevenson J (2005) Antecedents and outcomes of young fatherhood: Longitudinal evidence from the 1970 British birth cohort study. Final Report University of Southampton,Southampton Ley P (1982) Satisfaction, compliance and communication. British Journal of Clinical Psychology 21: 241–54 Runciman WG (1966) Relative deprivation and social justice: A study of attitudes to social inequality in 20th Century England Routledge, London Smith, D., Roberts, R. (2009). Young parents perceptions of barriers to antenatal and postnatal care.British Journal Of Midwifery,17(10), 620. Warin J, Solomon Y, Lewis C, Langford W (1999) Fathers, work and family life Family Policy Studies Centre, London

Essay --

Kailey Knowles Period 2 December 10, 2013 Oedipus Cycle Analysis Creon as a Tragic Hero As once said by Aristotle, "A man doesn't become a hero until he can see the root of his own downfall". A tragic hero is often seen as someone with great stature who is noble yet imperfect, and experiences suffering due a moral flaw. In Sophocles’ Ancient Greek play The Oedipus Cycle, Creon represents the true tragic hero when his flawed actions and excessive pride create the path towards his demise. Creon’s declination begins in Oedipus at Colonus when his infatuation with power and control begins to arise, in turn bringing forth a rigid side to his character. The battle over the kingship of Thebes is a pivotal point in Creon’s development. He goes to drastic measures when threatening the lives of Oedipus’ daughters in order to bring him back to Thebes, and in conversation with Oedipus, Creon says, â€Å"Your daughters: one of them I have just now / Had seized and carried off; now I’ll take this one† (129). His forceful and domineering actions towards his brother-in-law begin to peel back the layers of his intentions. In Oedipus Rex, Creon did not want the throne, nor did he enjoy attention, but he now finds pleasure in being the head figure of leadership. The first signs of Creon’s craving for personal pleasures are unravelled as he begins to act under the influence of his Id, â€Å"a demand to take care of needs immediately† (Bo eree). The animalistic tendencies, destructive nature, and amoral actions are all induced by the Id, and Creon unconsciously begins to tap into that part of his mind as he strives to gain power. All other emotions and opinions of others are disregarded and Creon makes it his goal to become king, seemingly stopping at nothing t... ...ng presence of his superego that was lacking throughout the earlier areas of his life. Superego is the â€Å"internalization of punishments and warnings† (Boeree) which plays a part in Creon’s growth of emotions that he struggled with early on. His previous impulses of pleasure and aggressions have been masked by his superego. Creon’s ability to have an anagnorisis in Antigone helps contribute to his role as a tragic hero. The once King of Thebes had everything in life to be content with, but the relentless attitude of his own superiority ushered him to his downfall. While he lost his grip on his relations with others and experienced an overwhelming influence of his Id, and it was too late by the time he realized, Creon nonetheless had an epiphany about his actions and understood his faults. Through his perils and travails, Creon earns the title of a true tragic hero.

Strory of Tom Brennan

‘Moving into the world involves different pathways to new experiences’ could be interpreted in many different ways. In The Story of Tom Brennan by JC Burke, Tom experiences different emotions and situations as he attempts to move into the world when his brother Daniel is involved in a tragic car accident. The image by Image Zoo also shows four different pathways leading into the one tree with branches that lead up into the sky. This picture shows the tree of life and how people can take different paths to experiences. I Measure Every Greif I Meet is a poem by Emily Dickinson that shows the strength a person needs to overcome grief in their lives. The strength comes within the individual and their surroundings. All three of these texts show that moving into the world involves different pathways to new experiences shown through different circumstances, problems and views. The image by Image Zoo reflects the idea that moving into the world involves different pathways. This image uses the rule of thirds and symbolism to bring attention to the four different pathways to the centre tree trunk. The rule of thirds draws central focus to the light coming from the tree. This light symbolises the light that is present through different pathways and journeys. Light symbolises the hope, possibilities that come with moving into the world. Even though each pathway comes to the same centre of light, it branches upwards into different pathways shown at the top of the tree trunk. The tree symbolises the â€Å"Tree of life† as the tree that brings possibility to the world, it gives life and experiences to everyone. This brings to the main point that moving into the world, shown metaphorically as the tree through the four different pathways to new experiences. Furthermore the position of characters on the four different pathways is used to highlight that anyone can move into a common circumstances in life, a similar experience as they are seen to be walking in the same direction. This shows the audience that people may encounter different situations in life, everyone is different. We are all heading in the same direction but we are all unique and will branch off into different directions. Just as the characters are positioned at different heights people in life may rise in the tree or fall, just as we experience happy moments along with devastating moments. The position of characters also shows that just because someone is above another does not mean that they will experience more things than others as the tree only branches up into the sky. Everyone is involved with the one world as represented by the tree. However that involves different pathways to new experiences through different branches as in the picture the tree doesn’t move off into one branch, it moves into many. The use of body language and choice of costume in the image shows the characters moving towards the tree as their goal. They are wearing business type clothing which may symbolise a desire for opportunity and success. The characters are shown with their arms thrusting forward towards the light at the centre they all strive to achieve. The characters have a wide appearance, a defensive stance. They are prepared for what is in store for them. The effect is of this is to imply that the characters are capable of getting through life’s experiences. The characters in business clothes and standing broadly show the willingness for success, they have a firm grip on life. This links back to the main point that moving into the world, shown by the characters thrusting forward into the tree can experience many opportunities and â€Å"branch off† in a new direction to experience new circumstances. In the poem I Measure Every Grief I Meet, the main character struggles through the pain of grief. She searches for the strength to overcome it. She looks at others throughout the poem to see if they feel the same pain as she does. I wonder if it weighs like mine† this use of the rhetorical question that are involved with ‘moving into the world’, to ask ‘where am I at? ’. The idea of ‘universal suffering’, that everyone feels pain at one point in time. The character approaches it from the personal perspective in questioning whether people are suffering from grief. The pain she feels is eternal , â€Å"I could not tell the Date of Mine†. This shows the audience the experience she has with grief, which, inturn will help her overcome the problem. Relating to the different pathways of life, her grief shows that life can involve many different challenges. We just need the strength to overcome it; this is the pathway to new experiences. The first person nature of the poem by Dickinson allows the poet to involve the audience to be in the main characters thoughts and feelings. The hurt that is within her shown through the opening title â€Å"I measure every grief I meet† she shows what feelings are going to be shown in the poem. The word â€Å"measure† means that she will be analysing the problems, â€Å"grief†, in her life. She shows the extremes a person has when coping with grief with her questions to the audience â€Å"I wonder if it hurts to live†. The use of first person shows the emotion and experiences of the character. This links to moving into the world because the individual moves into situations that bring grief, different pathways include how the character interprets the grief. The character can turn to others; she has the burden of grief that she needs to overcome. What decision is made affects the experiences for the future. The poet uses diction to show the cruelness of what grief can give. The choice of certain words in the poem shows the audience that the character is moving through different types of emotions. Depressing words such as â€Å"narrow, probing† in the second line of the poem show that the poet goes straight to the point. â€Å"narrow, probing† is interpreted as the character moving through a dark narrow passage, probing to find a way out of the grief in the characters life. The transition to soft and happy words in the middle of the poem such as â€Å"smile† and â€Å"Light† show the promise that is at the end of the narrow passage. The â€Å"smile† is the first mention of happiness in the poem, a moment of transition, the â€Å"Light† that will guide the way to the characters happiness. This shows that moving into the world as the character moves into the world, sharing and exploring feelings it has. Once the character moves into the world the character has found the pathway to happiness. In the Story of Tom Brennan by JC Burke, Tom’s story is told where he changes mentally to cope with the tragic accident and consequences of his brother Daniel going to jail. In the novel metaphors are used to reinforce the main change in Tom’s life after his brother is involved with the car accident. On page 76 of the novel as Tom bangs his head against the mirror in frustration for what has happened he says to himself â€Å"Thanks to Fin we thought we’d escaped sudden death. But we were wrong; instead we’d walked into it†. This metaphor symbolises the loss of loved ones, the football game was a sudden death game. The statement â€Å"we’d walked into it† implies that the night wasn’t a win for everyone, they had not escaped sudden death; they had walked right into it metaphorically. This is the point where everything has turned, winning the football game, that all seem to care about, has turned into a new path for Tom Brennan. This is the moment where Tom has to step into the world for himself throughout the story. He needs to choose which path he will take to overcome his frustration and loss. In the novel the use of the non-linear structure and flashbacks present a contrast and juxtaposition to life before and after the accident. The contrast between he past and present in the novel highlights the impact of the car accident on the whole family especially Tom. Each family member has changed since the accident. Juxtapositions are used to show that they have a new identity when Tom has his ‘flashbacks’. For example, Tom’s mother before the car accident is the ‘typical’ loving caring mother but as soon as the accident occurs she moves into the dark, into a shell. Tom moves into the world and starts to spend less time thinking about the past, there are fewer flashbacks towards the end of the novel. Tom is moving on in his life, he is becoming stronger than his family. He looks forward into the world and the different paths that he can take. Rather then dwelling on the past and the ‘road less travelled’. Throughout the novel, symbolism is used to reflect the emotional ride and extremes the family and Tom himself have to overcome due to the accident. ‘The ascent’ is a â€Å"mountain† or hill in the town where Tom lives, this is something that Tom can not climb or overcome, he makes it to the top but he doesn’t do it easily. The hill reflects the feelings and emotion throughout the story as the hill is a steep emotional struggle. Characters in the book note the hill as â€Å"all the way to heaven†, â€Å"a mountain†. The symbolism behind heaven shows the character has to reach the top of his emotional struggle to be truly happy and ‘united with God’. Towards the end of the Novel Tom reaches the top of the ascent â€Å"without even realising†. This shows the natural progress Tom has made throughout the novel to overcome the horrors that have been in his life. He has reached the top of the mountain, the top of his emotional struggle. All he has to do is take the easy run down the slope. Reference to mountains is also used as Tom and Brendan are taking a trip to the tallest mountain in the world, showing that Tom now has the ability to emotionally cope with all struggles in life ready to overcome the large mountain in life, Mount Everest. Burke shows that moving into the world can lead to new experiences through the emotional ride Tom had and overcame. He moves on with his life into new and better experiences. In conclusion the statement moving into the world involves different pathways to new experiences is represented by these three texts through the use of versatile techniques and methods of bringing across a theme or common meaning. The image by Image Zoo expresses the different pathways people can take into the world. This along with the poem I Measure Every Greif I Meet by Emily Dickinson shows the emotional ride people take when moving into the world and experiencing different things. Lastly the author JC Burke show the emotional journey people take as they move on a different path in the novel The Story of Tom Brennan.

Compare and Contrast - Women - 5945 Words

Compare contrast women 100 years ago and women today. I. Intro 1. Womens lives have changed enormously this century and the actions of women themselves have played a vital role in the transformation. Putting women back into history is about giving individual women their history, but it should also be about making some collective sense out of womens divergent experiences. 2. At the beginning of the century most women were invisible in society, whatever their class.. II. Clothes a. Clothes 1. 100 years Very conservative Head to toe Not comfortable 2. Women Today Barely there Comfortable(give or take) colorful b. Shoe 1. 100 years Not comfortable 2. Women Today Comfortable III. Jobs a. Opportunities 1. 100 years†¦show more content†¦Over the course of the next 100 years, though, a variety of forces drew additional females, including mothers of very young children, into the labor force.Throughout the last century, employers particularly sought women for several rapidly growing occupations, including clerical duties, teaching, and nursing. These were jobs that men usually declined, in part because they were relatively low paying and offered little chance for advancement, and in part because they were stigmatized as womens work. At the same time, more and more women completed the high school or college degrees necessary to hold these jobs. In the last 25 years, fields have opened up that virtually had been closed to females and vast numbers were educated in law, medicine, business, and engineering. Womens earnings increased commensurate with their education, making employment even more attractive. WOMENS RIGHTS. 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