A Critical Discussion Upon the Relationship Between the Psychoanalytical Perspective of Developmental Psychology and its Adaptation to Educating Teenage Mothers

This paper will critically explore elements of the psychoanalytic paradigm of developmental psychology in relation to the professional practice of working with teenage mothers in an educational setting. Particular focus will be given to the psychosexual and psychosocial staged theories of development. The framework for this critical analysis will examine each stage of psychosexual and psychosocial theory in relation to teenage motherhood. These perspectives have been specifically chosen due to the explicit links between staged childhood experience and adult behaviour in relation to sexual and social aspects of development, both aspects having fundamental links to teenage parenthood. Four case study examples are used to demonstrate how psychoanalytical theory may relate to this cohort. These are taken from the author’s past professional work as a teenage parent programme lead. The examples are given to shed light on the impact of each psychosocial and psychosexual stage of development. This article concludes that whilst both the psychosocial and psychosexual models of development are useful in giving educators a perspective into behaviours that are displayed in adolescence, they are but one of many perspectives that should be taken into account when working with this cohort

Critical Analysis of Maslow’s Hierarchy of Need

This paper intends to provide a critique of Maslow’s Hierarchy of Need, a psychological model that often goes unquestioned within the education sector. Examples will be given of the authors own professional practice and experience in relation to the Hierarchy of Need (HON) and discussed in terms of the critique. The paper concludes that whilst some elements of the HON may be useful in education it does have some serious flaws that also need to be considered when applying this to practice. This paper hopes to demonstrate that, quite often, the theoretical underpinning and research basis for theories that are widely used in education are neglected, highlighting that each planned action or perspective that may be used within education needs exploring in terms of context, evidence base and relevance

Children and young people as geological agents? Time, scale and multispecies vulnerabilities in the new epoch

In this paper we frame children as geological agents, very much part of epoch and biospherical processes, enfolded in Earth system changes. We draw on the experiences of Indian childhoods in a context where the land, water, animals, children's bodies and forests are being shaped by a politics of corporate city building. We analyse how children and young people contribute to Earth system changes and consider the everyday, multispecies consequences of living with anthropogenic urbanism. The paper shows how children's bodies are entangled with human and non-human forces; they are geological agents which challenge, negotiate and have cyclical and rhythmic relationships with land and resources. We argue that time, scale and multispecies vulnerabilities are important reference points in our thinking through anthropogenic processes and thus contribute to a more nuanced understanding of the place of children and young people in the new epoch

Changing definitions altered multimorbidity prevalence, but not burden associations, in a musculoskeletal population

AbstractObjectivesThe inclusion of musculoskeletal conditions within multimorbidity research is inconsistent, and working-age populations are largely ignored. We aimed to: (1) estimate multimorbidity prevalence among working-age individuals with a range of musculoskeletal conditions; and (2) better understand the implications of decisions about the number and range of conditions constituting multimorbidity on the strength of associations between multimorbidity and burden (e.g., health status and health care utilization).Study Design and SettingUsing data from the Australian National Health Survey 2007–08, the associations between burden measures and three ways of operationalizing multimorbidity (survey, policy, and research based) within the working-age (18–64 years) musculoskeletal population were estimated using multiple logistic regression (age and gender adjusted).ResultsDepending on definition, from 20.2% to 75.4% of working-age individuals with musculoskeletal conditions have multimorbidity. Irrespective of definition, multimorbidity was associated with increased likelihood of subjective health burden, pain or musculoskeletal medicines use, nonmusculoskeletal specialist and pharmacist (advice only) consultations, and reduced likelihood of not consulting health professionals. A group with intermediate health outcomes was considered multimorbid by some, but not all definitions. With the restrictive policy and research multimorbidity definitions, this intermediate group is included within the reference population (i.e., are considered nonmultimorbid). This worsens the reference group's apparent health status thereby leveling the comparative burden between those with and without multimorbidity. Consequently, dichotomous cut points lead to similar associations with burden measures despite the increasingly restrictive multimorbidity definitions used.ConclusionsAll multimorbidity definitions were associated with burden among the working-age musculoskeletal population. However, dichotomous cut points obscure the gradient of increased burden associated with restrictive definitions

‘Walking ... just walking’: how children and young people’s everyday pedestrian practices matter

In this paper we consider the importance of ‘walking… just walking’ for many children and young people’s everyday lives. We will show how, in our research with 175 9-16-year-olds living in new urban developments in south-east England, some particular (daily, taken-for-granted, ostensibly aimless) forms of walking were central to the lives, experiences and friendships of most children and young people. The main body of the paper highlights key characteristics of these walking practices, and their constitutive role in these children and young people’s social and cultural geography. Over the course of the paper we will argue that ‘everyday pedestrian practices’ (after Middleton 2010, 2011) like these require us to think critically about two bodies of geographical and social scientific research. On one hand, we will argue that the large body of research on children’s spatial range and independent mobility could be conceptually enlivened and extended to acknowledge bodily, social, sociotechnical and habitual practices. On the other hand, we will suggest that the empirical details of such practices should prompt critical reflection upon the wonderfully rich, multidisciplinary vein of conceptualisation latterly termed ‘new walking studies’ (Lorimer 2011). Indeed, in conclusion we shall argue that the theoretical vivacity of walking studies, and the concerns of more applied empirical approaches such as work on children’s independent mobility, could productively be interrelated. In so doing we open out a wider challenge to social and cultural geographers, to expedite this kind of interrelation in other research contexts