Causes, Impacts and Effects of Teenage Motherhood in Britain

CAUSES, IMPACTS AND EFFECTS OF TEENAGE MOTHERHOOD 1
RESEARCH PROPOSAL FOR STUDY OF CAUSES, IMPACTS AND EFFECTS OF
TEENAGE MOTHERHOOD
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Tutor
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City and state
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CAUSES, IMPACTS AND EFFECTS OF TEENAGE MOTHERHOOD 2
CAUSES, IMPACTS AND EFFECTS OF TEENAGE MOTHERHOOD IN BRITAIN
1. Abstract
In Britain, rates of teenage pregnancies have been lowering significantly but have not yet
been completely eradicated (O’GRADY, 2018). Entering into early parenthood could have lots
of implications on a young girl’s life. This research therefore will seek to unveil the major
causes, impacts and effects of teenage pregnancies by digging deeper into the encounters that
teenage mothers go through from pregnancy until into their later lives. The research will also
seek to unleash the major contributors of the same and the possible remedies so as to eradicate
the cases of early pregnancies. Such remedies will minimize cases of school drop outs as well as
improving quality of life in the general society in the long run.
2. Background (theoretical framework/contextual literature)
In comparison to other western European nations, the rates of teenage pregnancies in Britain
are relatively higher (Boucher, 2013). Though it could be a positive experience for some teenage
girls to enter into motherhood at an early age, previous studies have revealed that in the long
term, poor outcomes for both the mother and the child are directly attributable to early
motherhood. As a result, the United Kingdom government was prompted to launch the Teenage
Pregnancy Strategy in the year 1999. The chief aim was to ensure minimization of cases relating
to under 18 years’ pregnancies before the year 2010 (Coles & Porter, 2009). Published in 2010,
the Teenage Pregnancy Strategy Report indicated that up-to and until 2008, a reduction of 13.3%
on under 18 pregnancies was reported marking it as the lowest level for more than twenty years
(Cherry & Dillon, 2014).
The report also documented the main reasons for reducing early motherhood as reducing
future poor outcomes for both the mother and the child as well. The other reason was to reduce

CAUSES, IMPACTS AND EFFECTS OF TEENAGE MOTHERHOOD 3
the skyrocketing numbers of abortions in Britain by reducing occurrences of unwanted
pregnancies. Further researches have also indicated that out of every one hundred girls between
the ages of 15 years and 19 years old, an average of 2.9 girl give birth yearly in Britain. A report
from the Social Exclusion Unit attributed this high figures to lack of relationships and sex
education (Arai, 2009). Centring the debate however is the question whether poor outcomes in
the lives of those involved could be possibly reduced by a reduction in the number of early
motherhood scenarios. Another question of chief interest is whether early motherhood gives a
clean pathway for disadvantages in the future or whether it could be aa predominant indicator of
a previously disadvantaged family background.
As a result of deficiency in feasibility of controlled social experiments, studies seeking to dig
into the long term effects of teenage motherhood depend on observatory data (Hoffman, 2008).
Estimations for negative implications are always based on comparative analyses between
outcomes emanating from a teenage mother and those emanating from older mothers. Careful
interpretation of these evidences ought to prevail as in majority of cases, measurements only
associate teenage pregnancy and outcomes of interest instead of the real causal effect. Use of
observational data to establish causation also tends to cause complications. This is usually a
result of incidental confounding factors which are absent if data generated emanated from
randomised controlled trial. It has also been observed that majority of teenage mothers’ source
from backgrounds that are socioeconomically poor. On the contrast, mothers bearing children at
an advanced age usually have developed their careers before starting a family. Additionally,
tangible evidence indicates that some societal, individual and family traits could act as
predisposing factors (Babbie, 2015).

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3. Research objectives
The research will be aiming at seeking answers to several queries. First, an estimate of the
total number of teenage mothers in Ipswich and Norwich will be obtained. Socioeconomic
background of the teenage mothers will be documented and therefore a relationship between
economic strength of families and levels of teenage pregnancies established. The research will
also unmask the main causes of teenage motherhood. In relation to this, the predisposing factors
will also be unveiled. It will also be possible to establish the population of teenage girls that is at
risk of getting pregnant at an early age. Contribution of the male gender towards teenage will be
unearthed. Following testimonials from sample teenage mothers, it will be possible to determine
the effects and impacts of teenage motherhood on the lives of the teenage mothers themselves,
their parents and siblings, the economy and to the society at large. Subsequently, following
recommendations, suggestions and views of the sampled population, relevant remedy to the issue
will be recommended.
4. Research Methodology and Methods
Several categories of people will be incorporated in the research to effect success in data
collection (Babbie, 2010). Teenage mothers will be at the heart of the research. To access them,
detail about their location will be searched from databases of various hospitals in Ipswich and
Norwich. Their selection will be based on their age at the time of birth. Data from various
hospitals will also be recorded to identify the number of teenage mothers who deliver their
children there. Data is also to be collected from doctors and midwives in the hospital settings to
seek their views on teenage motherhood as they have first-hand contact with teenage mothers
(Hilton, 2012). It will also be of great relevance to collect data from family members of teenage
mothers and find out the implication of the same on family affairs. Another stop will be on

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various schools within the sampling zone to seek views from education administrators. It is from
here that the number of school drop outs due to teenage motherhood will be recoded.
Various methods will be used in collection of qualitative data from the sources named above
(Denscombe, 2012). A detailed explanation of the methods is outlined henceforth.
5.1.0 Research Interviews
Research interviews can be broadly categorized into three groups; structured interviews,
semi-structured interviews and unstructured interviews (Green & Thorogood, 2009). Basically,
structured interviews are questionnaires verbally administered. A number of pre-set questions
having little or no variation will be asked. They will also have no scope for Further elaboration
warranting from responses. Unstructured interviews on the other hand will not display any pre-
set ideas or theories. They will be performed based on little or no preparation and will basically
involve questions such as, “can you tell me your experience...” The flow will then be based on
the first response. These interviews are however time consuming and will require dedication of
much time and effort. Lastly, semi structured interviews will comprise of a few chief questions
that will aid in defining exploration areas. The interviewer however has room for divergence in
pursuance of a certain idea or to seek detailed clarification to a response. Since this approach
tends to be more flexible, it will facilitate elaboration and discoverability of details essential to
participants but had not been included in the questions.
5.1.1 Developing the Interview
Prior to conducting an interview, the respondents will have been informed all necessary
details regarding the study. Assurance will be given regarding ethical principles majorly
confidentiality and anonymity (Bowling, 2014). As a result, the respondents will have developed

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expectations of the interview and will prepare accordingly for the same. Additionally, the
respondents are more likely to be honest and thus contribute to the success of the study.
The interviews will be conducted in disruption-free zones. Location and time of the
interview will be selected based on the convenience of the respondent. Rapport will also be
established with the participants as such subsequently have a positive effect on interview
development.
Before conducting the interview, it will be of great significance that I be in possession of
a repertoire of techniques and skills. Such skills will ensure collection of representative and
comprehensive data and thus overall productivity of the interview. One of the crucial skills will
be the ability to listen attentively so as to give respondents sufficient opportunity to recall past
experiences. All the interviews will however be recorded on tape to avoid any kind of biasness
and to secure permanent and referable source of what was said or not said.
5.2.0 Focus Groups
Focus groups are group discussions basing on a given topic (Crosby, et al., 2011). I will
therefore conduct several on them with various groups of sample population basing on the
research topic.
5.2.1 Conducting Focus Groups
The composition of each focus group will be selected with care. The groups to be
involved are; school students, school teachers, doctors and midwives. Each group discussion is to
be held independently and separately from each other to avoid influence and manipulation of
information. Teenage students will however be divided into two based on gender so as to get
comprehensive and detailed information from the female participants which they could be
reluctant to offer in presence of their male colleagues. Free interaction will be induced to effect