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This paper reflexively considers the muted narratives of a desire for pregnancy and parenthood in teenaged women's accounts of their journey to motherhood after deciding on abortion with their first, unexpected, pregnancy. By contrast their accounts were replete with good citizenship narratives that attested to pregnancy avoidance. Through the use of the Listening Guide, a feminist, layered, reflexive approach to data analysis, these accounts are considered in the wider social and cultural 'narratives' evident in the interview data, and the interviewee/interviewer relationship. It is suggested that the young women draw on dominant cultural tropes of the good teenager and mother, shaped by the desire to present themselves to the interviewer as acceptable citizens. It is debated whether the young women choose relative silence regarding their growing desire for pregnancy to avoid judgment in a society that problematises young motherhood, or are silenced by the same dominant discourse. Discussion considers what such a muted narrative might represent in a political and socio-cultural context. With narrow definitions of what is acceptable in the teenage years, and for motherhood, the young women's desire to present as acceptable may eclipse valuable contextual considerations that are important to practitioners and policy makers in providing effective support.

Funding: This study is part of the ERICA project funded by the European Union's Rights, Equality and Citizenship Programme (2014–2020). GA 856760. ; The responsiveness of professionals working with children and families is of key importance for child maltreatment early identification. However, this might be undermined when multifaceted circumstances, such as the COVID-19 pandemic, reduce interdisciplinary educational activities. Thanks to technological developments, digital platforms seem promising in dealing with 30 new challenges for professionals' trainings. We examined a digital approach to child maltreatment training through the ERICA project experience (Stopping Child Maltreatment through Pan-European Multiprofessional Training Programme). ERICA has been piloted during the pandemic in seven European centers involving interconnected sectors of professionals working with children and families. The training consisted of interactive modules embedded in a digital learning frame-work. Different aspects (i.e., technology, interaction, and organization) were evaluated and trainers' feedback on digital features was sought. Technical issues were the main barrier. However, these did not significantly disrupt the training. The trainers perceived reduced interaction between participants although distinct factors were uncovered as potential favorable mediators. Based on participants' subjective experiences and perspectives, digital learning frameworks for professionals working with children and families, like the ERICA model nested in its indispensable adaptation to an e-learning mode, can represent a novel interactive approach to empower trainers and trainees to tackle child maltreatment during critical times like a pandemic and as an alternative to more traditional learning frameworks. ; Publisher PDF ; Peer reviewed