Programme NotesAims:
To raise awareness of:
Synopsis:
The programme explores what ten
teenagers from diverse backgrounds and locations think, feel and do in
striving to meet their own and other’s expectations, while coping
with other challenges in their lives.
Based on the results of a survey which interviewed 1,000 young people
aged 14 to 19, the programme tackles a variety of subjects affecting
teenagers today, including family breakdown and living in a new family,
drugs, sex, career choices, money worries, body image and personal safety.
00.00 – 01.47
Introduction
01.48 – 04.49
Natalie (15) smokes weed and cigarettes, has late-night drinking sessions with Charlene (17), skips school. Mother can’t cope.
04.50 – 10.06
Hereward (16) comes out as gay/bisexual to family.
10.07 – 12.49
Cleo (17) wants to be rich and famous; Jordan (15) just rich.
12.50 – 14.45
Jade (16) studying A-levels. Wants to be own boss. Thinks parents should divorce.
14.46 – 16.38
Natalie tries to cut down on dope, drinking and cigarettes. Fails.
16.39 – 23.13
Emilijano (19), asylum seeker - going out with Becky (19) for a year. Visa expires in 12 months.
23.14 – 27.10
Jade supports mum emotionally through divorce. Doesn’t hate dad.
27.11 – 31.34
Jordan determined to play football in semi-disabled pro league. Cleo desperate for celebrity status.
31.35 – 35.36
Scott (15) lives with mum, separated eight years. Hasn’t seen his dad for two years. School pressures. Aggressive. Fixated with weapons. Needs discipline. Too late?
35.37 – 40.10
Lyndon (19) lives with mother, rarely sees father. Concerned about looks. Sports hero motivated him to work on body image. Modelling career. Going to university.
40.11 – 44.59
Natalie and Charlene discuss alcohol and sex. Natalie gets home at 1.45am. Misses school again.
45.00 – 49.00
Scott visits dad hoping to build relationship. Still mad at him for not being around.
Curriculum Relevance:
This programme has a major PSHE and citizenship focus with opportunities for cross-curricular work involving religious and moral education, modern studies, sociology, English and drama. It has a locus in whole-school developments around promoting health, school/community developments, social justice and inclusion.
England & Wales
PSHE and Citizenship: Key Stage 4
National Healthy Schools Standard for Citizenship: Key Stage 4
Northern Ireland
Personal and Social Education Guidance for Key Stages 3 and 4
Relationship and Sexuality Education
Growth and Development; Sexuality: Key Stage 4
Relationships; Family Issues: Integrated Key Stages 3 and 4
Teachers should be aware of relevant guidelines for Key Stage 4 emerging from the Civic, Social and Political Education programme of study in the revised NI curriculum, which aims to prepare young people for participation in:
Scotland
Scottish Executive: Guidance on Sex Education – middle to upper secondary stages; Guidance on Citizenship
Background Information:
The programme explores what ten teenagers from diverse backgrounds and locations think, feel and do in striving to meet their own and other's expectations, while coping with other challenges in their lives. The themes that emerge were informed by the research described below.
The survey
One thousand young people aged between 14 and 19 were interviewed in their own homes and also asked to fill in an anonymous self-completion questionnaire to encourage honesty on sensitive subjects such as sexual activity. The survey was conducted by 2CV, specialists in market research for this age group.
Complex times, complex lives
In the past, fear of failure, worry about money and getting stressed about work were more usually adult concerns, but for many young people in this survey these were key issues. More said they would choose a well-paid job over free time. The trend for young people to be forced to grow up more quickly and become more self-reliant was very apparent. Lifestyle issues around sex, drugs and alcohol, relationships with parents and others, and future earning power are key concerns along with anxiety about body image, personal safety and coping with school work and career choices.
Ever-changing families
Increasingly, teens grow up as the children of single parents, living with stepbrothers and stepsisters in a complex web of complicated circumstances that they have to cope with and manage. Fathers are frequently not present and home life can often be clouded by divorce. Increasingly, young people can find themselves having to provide emotional support and care for a lone parent, and many have a parent they don't see. Decline of traditional family units, and religion, can mean potential support from these networks is no longer available.
Under pressure
Experiencing adulthood earlier, drinking and taking drugs earlier, carrying weapons for protection and early sexual experimentation appear to have taken their toll on some teens in the sample, leading to addictions, mental health problems and medical conditions associated with body image. For some, the result is aggressive, selfish personalities and behaviour.
Sexual mores and relationships
In spite of the pressures young people are under, the researchers found an optimistic generation, open with each other about what is going on behind closed doors. Sexually aware and sexually adventurous, they tended to think marriage wasn’t important and were very cynical about the longevity of love.
Ambitious futures
Career choice appears to place exceptional demands on young people. Many in the sample had huge personal ambitions. They felt they were in control of their own destiny and if they didn’t succeed, it was no one’s fault but their own. Money and consumer power appear very important.
Social inclusion
Analysis of the survey by social class showed that teens from lower income families regarded jobs, education and marriage as less significant markers of social success than those from wealthier families. Confidence and aspiration were also shown to be affected by economic background. A far greater percentage from wealthier families felt they could realise their ambition compared with those from lower income families.
Activities:
The optimal use of this programme, and whether viewed in entirety or parts, will depend on the context in individual schools and colleges, work undertaken previously in the area, class size, ability levels and time constraints.
A. View the programme, or part of the programme. Ask students to choose the character who made the greatest impact on them. Put name/s on the board. Take each character in turn. How many chose each one?
a) Does any pattern emerge? Was anyone not mentioned?
b) Why had members of the class made their choices?
c) What did they think about the behaviour and decisions the person made?
d) What did they feel about it?
e) What advice or help would they offer the person?
f) If the people in the programme need specific help, how would they get this?
g) What did they think about the statistics quoted from the survey?
OR
B. Divide the class into small groups. Give each group one of the characters, or a set of characters, to track. Tell them you want them to be able to identify the issues facing the character/s. Ask groups to:
a) summarise what they know about the character/s from the programme
b) identify the pressures they face
c) identify who or what is causing the pressure
d) describe how the individual/s deal with them
e) say what they think about the individual/s, what they do and how they personally feel about this
f) discuss the use of statistics around the story they’ve been tracking
Discuss each group’s reactions with the rest of the class. Note areas of agreement and disagreement. Is it possible to reach some degree of consensus? If not, why? What might be a way ahead?
OR
C. Alcohol, aggression, ambition, asylum seekers, body image, career aspirations, carrying weapons, drugs, education, fame, mental pressures, money, parental problems, race, sexual relationships and orientation, smoking. Identify the issues for the individuals in the programme discussing similarities and differences. Use the questions in A and B above to help. Ask students to reflect on what these issues mean for them personally.
Links:
This web page contains links to other websites that are neither controlled nor maintained by Channel 4 Television. Channel 4 Television is not responsible for the content of these sites and does not necessarily endorse the material on them.
www.edauk.com
Information and advice on eating disorders.
www.youthinformation.com
Huge searchable database on topics from love to the law.
www.peer-support.org.uk
Offers support and advice for young gay men, lesbians and bisexual people.
www.rethink.org/at-ease
For young people who are under stress or worried about their thoughts and feelings. Looks at issues that affect emotions and mental health.
www.oxfam.org.uk/index.htm
Asylum in the UK, myths and realities. Oxfam’s response to the government White Paper ‘Secure Borders, Safe Haven’ (2002), which focuses on immigration, citizenship and asylum.
This Teen Life Camera: Matt Carter and Mary Farbrother
Credits:
Composer: Dylan Burns
Director: Matt Carter
Dubbing Mixer: Richard Martin
Editor: Jonathan Skilton
Executive Producer: Liz Warner
Narrator and Rap: Sam Sure
Online Editor: Clive Mattock
Producer/Director: David Clews
Production Co-ordinator: Emily Shanklin
Programme Notes: Iain Ramsay
Researcher: Simone Coakham
Survey: Zac Beattie, 2CV, commissioned in association with Virgin Mobile
Unit Manager: Sophie Walker
