Children's Needs â Parenting Capacity - Digital Education Resource ...
Children's Needs â Parenting Capacity - Digital Education Resource ... Children's Needs â Parenting Capacity - Digital Education Resource ...
184 Children’s Needs – Parenting CapacityMoreover, when parental attention is focused on themselves, they may be unawareof what is going on in relation to young people’s education and schooling.I didn’t really get anywhere at school. I missed loads ’cause they (her parents)didn’t bother telling me to go and then when I did go, I’d be worrying whatwas happening at home. When it came to exams, I never did any revision – youcouldn’t in our house, there was always something going on. I remember oneexam, I’d been up ’til four in the morning ’cause the police were round and thenthey were fighting. It’s no wonder I’m thick now.(Fiona 17 years, quoted in Turning Point 2006, p.11)For other young people school and education can offer a way out of their presentsituation, an opportunity to build a different life from what they are experiencingat home.My parents’ drinking ... I guess it did me a favour in one way ... made me notwant to be like them, do something positive with my life. I knew I didn’t wantto turn out like that, on the social and everything. I got my exams and got a jobstraight after school.(Gemma 18 years, quoted in Turning Point 2006, p.11)The stresses of coping with parental problems and undertaking the care ofyounger siblings can take its toll on young people’s education. Research suggestsmany young carers find it difficult to strike the right balance between home andeducation, and although some go on to further education, it is more common foryoung carers to have poor qualifications or none at all (Dearden and Becker 2003).As a result, although young carers often have greater maturity and coping ability, theconsequences for their education and exam results of caring for a parent with severeproblems tends to restrict them to lower-paid jobs.When behaviour within school results in exclusion, young people need an adultto champion their cause, strive for their re-entry into education or ensure theirlearning continues (Cleaver 1996). This is important not only because academic andskill-based qualifications are strong predictors of future careers (Banks et al. 1992),but also because many excluded pupils have few if any friends (Galloway et al.1982). However, securing a mentor may be hampered because many young peoplewhose parents have mental illness, learning disabilities, drug or alcohol problems orlive with domestic violence have mixed feelings about discussing their families withteachers.I didn’t like talking about things at school, I always thought they’d talk to otherpeople, that everyone would know.(Laura 17 years, quoted in Turning Point 2006, p.19)Finally, a lack of educational attainment has long-term effects on children’s lifechances. Early school leavers who are unemployed have been shown to have much
Child development and parents’ responses – adolescence 185poorer mental health than those who have a job (Lakey 2001). Unemployment isalso associated with increased likelihood of suicide, disability and obesity (Berry2006). Practically half of all 16-year-olds who do not continue their education areunemployed (Department for Education and Employment 1997).Emotional and behavioural developmentExpected developmentThere is a considerable body of research which indicates that depressive feelings anddepressive disorders increase during late adolescence (see Fombonne 1995 for anoverview of this research). An American study of young people aged 19 to 25 yearsfound practically 12% had a mood disorder (Blanco et al. 2008).Emotional and mental distress can lead young people to self-harm. A survey of818 young people in the United Kingdom found 22% of those aged 11 to 19 yearsadmitted to self-harm. Young women are more likely than young men to harmthemselves; practically one in three (32%) young women of this age group admittedto self-harm (Affinity Health Care 2008).Suicide is also more common during adolescence. An analysis of the WorldHealth Organisation mortality database showed global suicide rates to be 7.4 per100,000 among adolescents aged 15 to 19 years of age. Gender appears to influencethe outcome of suicide attempts; the rate for young men was 10.5 per 100,000compared with 4.1 per 100,000 for young women (Wasserman et al. 2005). Incontrast, girls outnumber boys in suicidal behaviour (Fombonne 1995). Suiciderates vary dramatically depending on the country studied and the time frame. Forexample, data for Scotland show a 42% reduction in suicide rates among 15–29year-old men, from 42.5 per 100,000 in 2000 to 24.5 per 100,000 in 2004. Thedecrease was associated with a reduction in hanging deaths (Stark et al. 2008).Possible impact on emotional and behavioural developmentThere are three major areas that affect young people’s emotional and behaviouraldevelopment: the emotional problems that result from self-blame and guilt and apossible increased risk of suicidal behaviour; vulnerability to conduct disorders andcrime; and modelling parental behaviour.The tendency to blame oneself, an issue already discussed in relation toyounger children, remains throughout late adolescence. Young people continueto feel responsible for their parents’ behaviour and believe they are unloved andunlovable.
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- Page 201 and 202: PART III: CONCLUSIONS ANDIMPLICATIO
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- Page 213 and 214: BibliographyAbel, E.L. (1998) ‘Fe
- Page 215 and 216: Bibliography 213Barnardo’s (2005)
- Page 217 and 218: Bibliography 215Brandon, M., Bailey
- Page 219 and 220: Bibliography 217Children’s Workfo
- Page 221 and 222: Bibliography 219Davies, C. and Ward
- Page 223 and 224: Bibliography 221Department for Heal
- Page 225 and 226: Bibliography 223Edwards, A. and Smi
- Page 227 and 228: Bibliography 225Flately, J., Kersha
- Page 229 and 230: Bibliography 227Gottlieb, S. (2002)
- Page 231 and 232: Bibliography 229HM Government (2011
- Page 233 and 234: Bibliography 231Jaffe, P., Wolfe, D
- Page 235 and 236: Bibliography 233Kolar, A., Brown, B
- Page 237 and 238: Bibliography 235Margison, F. and Br
Child development and parents’ responses – adolescence 185poorer mental health than those who have a job (Lakey 2001). Unemployment isalso associated with increased likelihood of suicide, disability and obesity (Berry2006). Practically half of all 16-year-olds who do not continue their education areunemployed (Department for <strong>Education</strong> and Employment 1997).Emotional and behavioural developmentExpected developmentThere is a considerable body of research which indicates that depressive feelings anddepressive disorders increase during late adolescence (see Fombonne 1995 for anoverview of this research). An American study of young people aged 19 to 25 yearsfound practically 12% had a mood disorder (Blanco et al. 2008).Emotional and mental distress can lead young people to self-harm. A survey of818 young people in the United Kingdom found 22% of those aged 11 to 19 yearsadmitted to self-harm. Young women are more likely than young men to harmthemselves; practically one in three (32%) young women of this age group admittedto self-harm (Affinity Health Care 2008).Suicide is also more common during adolescence. An analysis of the WorldHealth Organisation mortality database showed global suicide rates to be 7.4 per100,000 among adolescents aged 15 to 19 years of age. Gender appears to influencethe outcome of suicide attempts; the rate for young men was 10.5 per 100,000compared with 4.1 per 100,000 for young women (Wasserman et al. 2005). Incontrast, girls outnumber boys in suicidal behaviour (Fombonne 1995). Suiciderates vary dramatically depending on the country studied and the time frame. Forexample, data for Scotland show a 42% reduction in suicide rates among 15–29year-old men, from 42.5 per 100,000 in 2000 to 24.5 per 100,000 in 2004. Thedecrease was associated with a reduction in hanging deaths (Stark et al. 2008).Possible impact on emotional and behavioural developmentThere are three major areas that affect young people’s emotional and behaviouraldevelopment: the emotional problems that result from self-blame and guilt and apossible increased risk of suicidal behaviour; vulnerability to conduct disorders andcrime; and modelling parental behaviour.The tendency to blame oneself, an issue already discussed in relation toyounger children, remains throughout late adolescence. Young people continueto feel responsible for their parents’ behaviour and believe they are unloved andunlovable.
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