A B S T R AC TThis paper describes the implementation of a specific, communitybased, multi-family group (MFG) intervention strategy (Families and Schools Together [FAST] babies) aimed at improving the outcomes for infants of teenage mothers in 11 Canadian communities. The aims of this social work group intervention were (1) to engage the teenage mothers into a socially inclusive experience that might challenge the social disapproval they often experience, (2) to enhance the motherinfant bond, while increasing feelings of parental efficacy, and (3) to enhance the social context of the teenage mother by reducing stress, social isolation and intergenerational family conflict. Groups were co-led by teams of service users (a young mother, a grandmother of the baby of a teenage mother and a father of the baby of a teenage mother) collaborating with multi-agency professionals (health visitors and social workers). Teams that reflected the ethnic diversity of the participating family members were trained to facilitate eight weekly group meetings. They showed respect for the young women's 'voice', and supported her 'choice' to prioritize motherhood as her defining identity. The meetings comprised a range of activities, including crafts and singing, discussion of 'conflict scenarios' in cross-familial, crossgenerational groups, infant massage delivered to babies by the young mothers, grandmother support groups, and a shared community meal. Where necessary, teams made referrals for specialist help. One hundred twenty-eight young mothers came once to 17 groups, and 90% graduated having attended a minimum of six sessions. Evaluation data from mothers and grandmothers showed positive change when comparing pre and post, based on standardized questionnaires. One-tailed, paired t-tests showed statistically significant increases in parental self-efficacy for the teenage mothers, improved parent-child bonds, reductions in stress and family conflict, and increases in social support. Given that rates of teenage pregnancy in the UK are among the highest in Europe, this paper concludes with a discussion of the feasibility and possible merits of introducing FAST babies to England.

As a group, Black and ethnic minority students progress more slowly on their social work programmes in England than their white counterparts. The article reports on a qualitative study with social work students and key informants in a purposive sample of eight social work programmes.Findings: Factors relating to the characteristics of individual students, the social work programme, the HEI and practice learning environments appeared to be affecting student experience and progression. The article focuses on practice learning. Many student participants reported experiences of disadvantaged educational backgrounds, economic pressures and caring responsibilities. Key informants in some sites described particular challenges faced by these students. Students reported experiences of racism in placements where the majority of staff or service users were white.Application: Concepts drawn from work by Pierre Bourdieu such as 'habitus', 'field' and 'social and cultural capital' are used to make sense of these findings. Some practical ways in which social work programmes might seek to counter educational disparities and racism faced by black and ethnic minority students are suggested: these include monitoring systems, training for practice educators and tutors, support for black and ethnic minority students and agreements between HEIs and placement providers.

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Drawing on life story approaches this paper reports on a qualitative content analysis of sixty-seven published accounts in the UK, US and New Zealand of young people and adults reflecting on their experiences of growing up with one or more lesbian or gay parent(s). Responses of the young people to their parent's sexuality were categorised as predominantly positive, neutral, ambivalent and somewhat negative.Young people reported that they had experienced homophobic attitudes and behaviours in one or more of three domains: general and institutional, within the family and from peers friends and other parents. The implications of the analysis for social care and social work practice in the UK context with this group of children and their families are discussed.Lesbian and gay parents, young people's perspectives, qualitative content analysis, homophobia 3

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