The experiences of being a teenage father: an interpretative phenomenological analysis

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/2964 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/2964 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/2964 archive 4031 disk0/00/00/11/71 2010-11-30 17:25:12 2020-12-15 03:40:06 2011-07-19 16:30:37 thesis show 0 Sheldrake Elizabeth Sarah Williams William Huw University of Birmingham The experiences of being a teenage father: an interpretative phenomenological analysis unpub HQ BF 10col_socs This thesis represents an assessed requirement of the Applied Educational and Child Psychology Doctoral course at the University of Birmingham. Volume One explores the experiences of teenage fathers. Part one consists of a literature review, which considers teenage fathers as an identified category within the population that are not in education employment or training (NEET). The review explores; identified characteristics and factors associated with teenage fatherhood; identified psychological effects of fatherhood; service provision for teenage fathers; and the role of teenage fathers in research. The exploration of the views and experiences of fathers in United Kingdom was found to be a neglected area in the identified literature. Consequently, an empirical research study was designed to learn more about the views and experiences of teenage fathers in an area within the North West of England. Part two presents the research study entitled; ‘The experiences of being a teenage father: an interpretative phenomenological analysis.’ The study explores the experiences of five men who had become fathers in their teenage years. Resultant themes were identified and explored using interpretative phenomenological analysis. 2010-12 2010-06 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 395 University of Birmingham School of Education d_ae na 2010-12 graduation