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Smith, Robin Anne. "Righteous passage youth with emotional and behavioral difficulties making the transition to adulthood: a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1051.
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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 69-73).
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Logan, T. "Adolescent schooling : Individuals, institutions and meanings in transition." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381748.
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Naraghi, Negin Marie. "The experience of cultural transition among adolescent newcomers." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45356.
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The purpose of this research was to contribute to the literature on migration during adolescence by exploring the phenomenon of cultural transition as experienced by newcomer youth in Canada. The study employed a descriptive phenomenological research approach to answer the following question: “How do adolescents who immigrate or seek refuge in a new country experience cultural transition?” Interviews were conducted with ten adolescent newcomers, ages 15-17, who had migrated to Canada during their adolescent years. Participants represented six different countries of origin, and resided in both Vancouver and Vancouver Island. Using Giorgi’s (2009) psychological phenomenological method, data analysis uncovered eight major structures that captured participants’ experience of cultural transition. These structures included: (a) Pre-migration Experiences/ “I was excited”; (b) Post-migration Impressions/ “A totally new environment”; (c) Education/ “I’m always in school”; (d) Friendships “Friends is such an important part”; (e) Family/ “Changing makes you come closer”; (f) Language/ “Sometimes I don’t want to say anything”; (g) Internal Experiences/ “I wanted to leave” and (h) Cultural Identity/ “A bit of everything”. This study contributes to a greater understanding of the ways in which adolescents in Canada experience cultural transition, and sheds light on factors that are both challenging and supportive to their integration. Recommendations for further research are made, as well as specific recommendations for counsellors working with newcomer youth and their families.
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Adkins, Jessica. "Using Diabetes Self-Management Education to Enhance Adolescent Transition." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5152.
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Type 1 diabetes is a long-term diagnosis, the prognosis of which is directly related to the patient's ability to self-manage the disorder. Adolescents are not currently taught how to manage diabetes; instead, parents and educators expect self-management to be more of a learned behavior from their parents. The purpose of this project was to create a quality improvement plan which the regional pediatric diabetes center study site could implement to improve adolescent glycemic control. Orem's self-care theory was used as theoretical framework for the design and evaluation of the project. The practice-focused question for this doctoral project was: Can a quality improvement plan focused on diabetes self-management education support better control of the glycemic ranges of Type 1 diabetes in adolescents during the transition of self-management from parent to child? The design of the project included creation of curriculum for classes as well as streamlining blood glucose reporting within the center. The quality improvement plan outcomes provided an improvement on hemoglobin A1c of 0.3% for those utilizing the reporting systems and an improvement of 0.4% for those who had attended the education classes. Of the 11 patients who routinely sent in blood glucose over the 4-month time period, 10 met the goal of checking glucose as directed. These outcomes indicate the potential need for more concise direction within nursing practice to provide individual ages within the pediatric population with specific education plans to improve health outcomes. Improving the glycemic control of adolescents living with diabetes allows for a better transition into adulthood with a decreased risk of long-term complications, significantly contributing to positive social change.
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AIKHIONBARE, CECELIA E. "TRANSITION OF AFRICAN ADOLESCENT IMMIGRANTS INTO URBAN OR SUBURBAN SCHOOLS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195505756.
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Mollart, Katherine. "The wellbeing of adolescents during the primary-secondary school transition." Thesis, University of Oxford, 2013. https://ora.ox.ac.uk/objects/uuid:358d9b62-2b0d-4055-bd4a-6ec73e3f896c.
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The transition to secondary school can represent a significant life event for many adolescents and can adversely affect their psychological adjustment and wellbeing. Little is known about how adjustment to this transition can be facilitated for young people. The review paper critically evaluated the evidence-base for school transition programmes that target pupil's mental wellbeing. A keyword search of abstract databases was conducted and 20 studies were evaluated. The majority of studies could not conclude that their intervention improved mental wellbeing to a statistically significant level, and numerous methodological limitations weaken the existing evidence-base. However, the most promising areas of research pertain to intervening with the parents and teachers of adolescents experiencing school transition. Further research should investigate this further. The empirical paper employed a qualitative methodology to examine how adolescents make sense of and create meaning from their experience of going to boarding school, and to explore what can be done to facilitate this adjustment. Ten female and male adolescents were interviewed in their second year of attending boarding school. The interviews, analysed using lnterpretative Phenomenological Analysis, yielded three superordinate themes: 1) 'Home is where the heart is', which captures adolescents experiences of homesickness, the stronger relationships formed with their family, and the development of new attachment figures with their house matron and peers, 2) 'Living in a bubble', which reflects a feeling of being constrained at boarding school and an awareness of it being a hierarchical environment, and 3) 'Gaining familiarity with the place and just being me' as adolescents appeared to positively adjust over time. Results are discussed in terms of attachment, coping and adjustment theories and models of psychosocial development. Clinical and organisational implications for professionals working in boarding schools, as well as suggestions for future research arc discussed.
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Magaro, Melissa Marie. "Antecedents and consequences of perceived control during the transition to adulthood." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619409091&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Lopez, Alana Delores. "Transition Experiences of Adolescent Survivors of Childhood Cancer: A Qualitative Investigation." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3213.
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Adolescent survivors of childhood cancer are a growing population with unique needs as they face a combination of challenges associated with normal development and returning to life after treatment completion (Wakefield et al., 2010). One specific need identified in the research literature includes the effective delivery of transitional care and planning (Hewitt, Greenfield, & Stovall, 2005). It has been suggested that the provision of transition care and planning can help facilitate the shift from one phase of care to another and promote positive transition experiences (National Cancer Institute, 2008). The shift from off-treatment to post-treatment and school reintegration have been identified in the literature as significant transitions for adolescent survivors of childhood cancer (Cabat & Shafer, 2002; MacLean, Foley, Ruccione, & Sklar, 1996). However, limited research has been conducted to explore these transitions from the perspectives of adolescent survivors of childhood cancer.
An exploratory, qualitative study was conducted with eight adolescent survivors of childhood cancer between the ages of 14 and 17. A multiple case study research design was used to explore adolescent cancer survivors' perceptions of these transition processes, challenges associated with these transitions, and their beliefs about what supports/services were or would be beneficial during these transitions. Data collected for analysis included questionnaires, transcribed interviews and follow-up meetings, direct observation, documents, and parent feedback. These data were analyzed using a combination of a template organizing style, immersion/crystallization (I/C) approach, and multiple case study strategies (Borkan, 1999; Crabtree & Miller, 1999, Stake, 2005; Yin, 2008).
Results indicated that adolescents perceived that change was occurring on some level during the shift from off-treatment to post-treatment and school reintegration but did not necessarily define this time as a "transition." They defined these times in personalized terms that reflected more subtle changes in their lives. The focus was placed on returning to a sense of "normalcy" and capitalizing on opportunities to regain some control over one's life. The improvement and/or absence of treatment residuals along with re-engagement in activities and roles served as signs, or indicators, that life was returning back to "normal" and provided feedback to the adolescent on their transition progress. Conversely, the presence of these signs continued to impact their lives as they restricted participation in desired activities and served as reminders that the effects of cancer and treatment extended beyond treatment completion. In addition to the presence of treatment residuals, fear of relapse also was a concern associated with the transition from off to post-treatment. However, adolescents tended not to let this be the focus of their lives. School reintegration challenges included disruption of school life and routines as well as academic and social concerns. Academic challenges included falling behind/catching up with work, maintaining motivation to do work, and readjusting to school demands and routines. Social challenges included answering peer questions, adjusting to peer awkwardness/discomfort, and managing peer reactions to their physical side effects. These challenges were not perceived by adolescents as sources of significant distress and, often times, they adapted and employed coping strategies to address these concerns in the school setting.
Adolescents also varied in their perceived need for transitional care and support during these transitions. Support received during the shift from off-treatment to post-treatment included advice from health care team members as well as relationships with peer cancer survivors across school, community, hospital, and camp settings. They received a variety of academic and social support during school reintegration. Teachers, family members, and peers provided academic support across home, hospital, and school settings. Teachers were a particularly important source of academic assistance. Accommodations and modifications also were provided to these adolescents at school. Peers, teachers, and other school staff provided social support. Based on the findings of the study, suggestions for future research and practical implications are offered.
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Bailey, Mary Elizabeth Fohl. "Individual differences in the trajectories of early adolescent development and in the adjustment to the transition of adolescence." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342637810.
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Lee, Celine Si Min. "Emotion as energiser in parent-adolescent projects during the transition to adulthood." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29149.
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Research on emotion in parent and child relationship has been largely limited to quantitative studies that do not capture the experience of emotion. This qualitative study sought to answer the question, “How does emotion serve to establish, maintain, disrupt and/or repair interaction between parent and adolescent in their interactions about the transition to adulthood?” Transcripts and video recordings of four parent-adolescent dyads from a larger transition-to-adulthood study were used. This secondary analysis, using the case study method, was guided by the contextual action theory framework in order to describe the role of emotion in parent-adolescent interactions and projects relating to the transition-to-adulthood. Eight identified emotion categories were used in coding the transcripts, based on indicators according to Gottman’s “Specific Affect Coding System”. The identified emotions in the moment-to-moment interactions between parents and adolescents and their self-confrontation interviews were organised by their function and process level. That is, whether the emotion was a manifest behaviour; an appraisal or steering process; or at the level of meaning in the joint or individual goal(s) of parents and adolescents. The role of emotion was demonstrated by how it served and/or contributed to different outcomes depending on how the emotion was experienced. The findings illustrated that emotion was an important factor in the co-construction of the parent-adolescent relationship as parents and adolescents are engaged in the transition-to-adulthood process. For example, even though less desirable emotions such as anger disrupted parent-adolescent interaction at the level of behaviour, emotion still functioned to energise their projects. At different levels, emotion energised the joint action between parents and adolescents, their steering processes and goals, to establish, maintain, disrupt and/or repair their interactions and projects differently. This study lends support to the need for the use of a qualitative framework to understand the complex phenomenon of emotion. From the counselling psychology perspective, the findings of this study provide insight to practitioners on the experience of emotion from the individual perspectives of parents and adolescents and emotion as a joint experience.
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Grime, Rebecca L. "Social perspective-taking, intimate friendship, and the adolescent transition to mutualistic moral judgment." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118932168.
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Thesis (Ph.D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains viii, 73 p.; also includes graphics. Includes bibliographical references (p. 69-73). Available online via OhioLINK's ETD Center
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Sugar, Lorne A. "An examination of parent-adolescent/young adult relationships, personality, and the university transition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22878.pdf.
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Marshall, Amy C. "Description and Service Innovation in Adolescent Transition within Kentucky State Agency Education Programs." UKnowledge, 2013. http://uknowledge.uky.edu/rehabsci_etds/13.
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Of all Kentucky youth, state agency children are at the highest risk of making unsuccessful post-secondary transitions to adulthood. The intent of both studies comprising this dissertation was to understand and guide transition planning to make future improvements to transitions of adolescents in state agency programs.
The Kentucky Youth at Risk in Transition Study was a mixed methods study that identified and described the understandings of student transitions in state agency education programs from the perspectives of youth and administrators. The study included 105 nontraditional education programs funded and supervised by the Kentucky Educational Collaborative for State Agency Children (KECSAC). Data collection included a survey administered to all KECSAC Program Administrators, focus group interviews with KECSAC Program Administrators, focus group interviews with KECSAC students, and individual interviews with KECSAC students. Survey data produced a description of a variety of key aspects of transition census data for KECSAC students. Qualitative data were analyzed using grounded theory. Results indicated that: transition is more narrowly defined within nontraditional schools; key strengths of transition practice are present in nontraditional schools; and coordination barriers within this inter-agency transition system are most apparent in students’ frequent inter-setting transitions between nontraditional and home schools.
The second study was the “Building Enhanced Services for Transition” Study. It was designed to generate improvements to transition planning and services in KECSAC programs. Participatory action research was used so that improvements to transition services would emerge directly from the priorities of those concerned, while grounded theory sought understanding of the emerging changes in services for state agency youth across five KECSAC programs. Participants were comprised of twenty-nine education program administrators and staff members. Data collection occurred through semi- structured interviews, researcher reflections, research team meetings, and observations. There were six successive coding schemes throughout the study. A primary finding of the study was the degree to which individual and structural stigmatization of state agency youth impedes successful transitions to adulthood. Understanding the operation of stigma
in these students suggests ways in which this primary barrier might be disrupted and post- secondary outcomes for these students at high risk of failure could be improved.
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Longest, Kyle Clayton Shanahan Michael J. "Adolescent identity and the transition to young adulthood integrating theories, methods, and evidence /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2302.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Gill, F. "The transition from adolescent inpatient care back to the community : young people's perspectives." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1448703/.
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Whilst the majority of adolescents receive support from mental health services in community settings, some have problems that reach a level of severity and complexity that requires admission to hospital. Little is known, however, about how the young person adjusts and reintegrates back home following discharge from an inpatient unit. Part 1 is a literature review evaluating the evidence-base of alternative provisions to inpatient care for children and young people with severe and complex mental health problems. A total of 13 studies were identified for inclusion, and five intervention types were classified. The majority of the studies reported positive outcomes, but the strength of their designs varied. Overall, the studies provided promising findings for the effectiveness of community-based interventions for children and adolescents with complex mental health needs. Part 2 is a qualitative study that explored adolescent inpatients’ anticipations about the transition from inpatient care back into the community, that was informed by Self Determination Theory (Deci & Ryan, 1980). Semi-structured interviews were conducted with 12 adolescent inpatients and transcripts were analysed using thematic analysis. The adolescents saw the transition back home as providing both opportunities (e.g. personal growth) and challenges (e.g. re-entering the “real world” and negative perceptions from others). Part 3 is a reflective discussion of the process of developing and carrying out the qualitative study. It focuses on three areas: issues of self-reflexivity, the process of interviewing adolescents, and the tensions of balancing a phenomenological approach whilst being informed by a theoretical framework.
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Martin, Fay E. "Tales of transition : gender differences in how Canadian youth conceptualize and manage emancipation from child welfare care." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264090.
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Higginson, Andrea. "Exploring the Transition of the Young Person with Chronic Pain." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37329.
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Objective: To explore and describe the current transition environment for young people with chronic pain in Canada.
Quantitative study: An online survey of nurses working in the pediatric and adult chronic pain setting was conducted to describe the current clinical practices used in both settings to support transition of young people with chronic pain in Canada.
Qualitative study: Semi-structured interviews were conducted with young people with chronic pain who had recently transitioned from the pediatric setting to the adult healthcare setting to explore their transition experiences.
Conclusions: The findings from these studies suggest that young people with chronic pain have similar transition related needs to other young people with chronic conditions as well as unique challenges. Nurses can have a positive impact on transition outcomes by developing processes and forming networks of clinicians who work with young people with chronic pain in order to improve transition related outcomes.
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Newman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.
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Chopra, Gurpreet Kaur. "Exploring the experiences of transitional care from child and adolescent mental health services to adult mental health services : the perspectives of professionals, parents and young people." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/621926.
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Transitional care is an important process for professionals to consider, particularly as recent studies have shown how a mental health difficulty in adolescence will persist into adulthood. This indicates that a number of those seen in Child and Adolescent mental health services are likely to make the transition into Adult services. For professionals from both services, barriers can arise when supporting young people across service boundaries and recent studies have stated that the current practice of transitional care in mental health is deemed to be problematic. However at the time of conducting this study, there was a paucity of literature, therefore the aim of the study was to add to the existing knowledge. The study followed a Social Constructivist grounded theory (Charmaz, 2014) approach to explore the experience of stakeholders of the transition process. Semi-structured interviews were conducted with professionals, young people and parents. There were a total of eight interviews which were transcribed and analysed. The findings present the core category as Facing the transition, with three sub- categories: Changing status, Manoeuvring the boundaries and Reflections on the process. The tentative theory explains how facing the transition involves stakeholders adjusting to the changing status of the service user. This category triggers the service transition but also describes how societal perceptions about adulthood influence the expectations placed on young people. Manoeuvring the boundaries describes and explains service transition, identifying a range of barriers and strategies to overcome these. One of the most significant barriers was identified as cultural differences between the two services. The third category describes how stakeholders make sense of their experiences, and how these are managed within the therapeutic relationship.
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Harwick, Robin. "Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18531.
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The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged out of the child welfare system only 54% had graduated from high school and only 17% were economically self sufficient. In order to move from a deficit-based to a strength-based approach it is important to gain a greater understanding of what helped young adults with disabilities that experienced foster care overcome barriers to graduation and aided their transition to adulthood.
The findings from this dissertation study suggest and confirm prior research that improved systems and interagency collaboration, more training for professionals and caregivers, and self-determination and self-advocacy training for youth are needed to improve post school outcomes for youth with disabilities who experience foster care. The services and supports that were perceived as the most helpful in overcoming barriers were (a) access to mental health and disability services, (b) stable and positive relationships, (c) systems that provide a "safety net" during transition, and (d) post secondary support programs for alumni of foster care. On an individual level, resilience, self-determination, and self-advocacy seemed to contribute to participants' successful transition to adulthood. This dissertation study also demonstrates the variability of the social and relational contexts for youth in foster care, therefore a personalized, youth centered approach to case management is required during their transition to adulthood.
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Waddoups, Anne Bentley. ""I Think Different Now"| Adolescent Mothers' Meaning Making and Mindset in the Transition to Parenthood." Thesis, Tufts University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728540.
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Using a meaning making lens and a qualitative methodology, this dissertation study sought to explore transformative meaning making and implicit beliefs of parenting among a sample of 40 adolescent mothers participating in a home visiting program during their transition to parenthood. Given the high attrition rate for interventions serving adolescent moms, the study also explored the alignments between meaning making and home visiting program participation. Through iterative coding and theme analysis, this investigation revealed that participants’ beliefs about parenting evolve as they transition from pregnancy to parenting. They engage in meaning making throughout the process, which leads to scripts of change in three areas: improvements in relationships, changes in life outlook, and changes to self. Two groups emerged on either end of the spectrum of meaning making. High meaning-making transformers tended to remain actively enrolled in the intervention while the low meaning-making remainers all dropped out by the second year. An analysis of implicit beliefs about parenting, or meta-parenting mindset, identified three groups of participants: fixed theorists, incremental theorists, and mixed theorists. Fixed theorists, who believed parenting ability was natural or instinctual, had a lower retention rate in the program (14%) than the overall rate of the sample (42%) even after controlling for participants who moved away. Incremental theorists, who attributed their parenting abilities to gradual growth and learning, had a 50% retention rate and also represented just 6.6% of those receiving a low number of visits and 66.6% of those who had high rates of home visits.
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Crankshaw, Erik C. Ennett Susan T. "The relationship between inhalant use and adolescent gateway drug use sequencing a latent transition analysis /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1841.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Gilliam, Patricia. "Transitional Care for Adolescents with HIV: Characteristics and Current Practices of the Adolescent Trials Network Systems of Care." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002840.
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Lott, Emily Carol. "Investigating Time During Residential Program Until Transition for Adjudicated Youth: a Mixed Methods Study Using Event History Analysis with Follow-Up Interviews." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4636.
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Residential placement is considered the most severe sanction for adjudicated youth, yet there is little consensus on best practices and interventions in residential settings. Demographic trends in the juvenile justice system further exacerbate challenges in studying residential placements. Disparities among minority youth, diverging state definitions of juvenile sex offenses, discrepancies in recidivism measures, and variations in local and state juvenile courts have contributed to a convoluted system that has struggled to identify the meaning of "success" in residential settings.
Building on theories of engagement in residential care and program theory of change, this mixed methods study explores how various components of a residential program for adjudicated young males contribute to time in the program leading up to transition out of the program. Event history analysis was used to examine administrative program data. Then, follow-up interviews were conducted with program employees to gather further insight to supplement quantitative findings.
Findings indicated that juvenile sex offenses and home visits played a significant role. Additionally, race, ethnicity, and duration and engagement in family, individual, and group sessions also played varying roles in youths' transition out of the program. Findings from the employee interviews further supported that race, ethnicity, culture, and family are all critical parts of residential treatment. The interviews also discussed the role that Collaborative and Proactive Solutions, a behavioral modification approach used in this program, plays in youths' overall engagement during their time in the program.
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Trudeau, Tracey Lynn. "Transition of adolescent students with bipolar disorder from hospital to receiving schools, the educational aftercare planning process." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ51813.pdf.
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Garrett, Barbara A. "Improving transition domains by examining self-determination proficiency among gender and race of secondary adolescents with specific learning disabilities." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6819.
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Doctor of PhilosophyCurriculum and Instruction Programs
John A. Hortin
Secondary adolescents with disabilities (AWD) have been mandated participants in their Individual Education Plan (IEP) and Individual Transition Plan (ITP) meetings since 1990, yet overprotective and well-meaning adults have assumed their advocacy role (Janiga & Costenbader, 2002). This has weakened their (secondary AWD) ability to become self-determined. Secondary AWD should be involved with the development, implementation and execution of services and supports in their IEP/ITP in order to benefit from their participation in general education as well as develop self-determination skills. To improve transition outcomes, this study examined self-determination and socio-cultural factors (race/ethnic and gender groups) among secondary adolescents with disabilities by differentiating baseline skills among race and gender groups. The two independent variables were race/ethnicity and gender. The dependent variables were the self-determination total score and each of four domain total scores (Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization) of the Arc’s Self-Determination Scale. The literature revealed that there was not a standard for self-determination training programs for students with disabilities and teachers (Brunello-Prudencio, 2001). However, empirical data has emphasized that socio-cultural development (i.e. gender and race) could impact self-determination. Understanding the socio-cultural perspective of race/ethnicity and gender on self-determination has the potential to improve transition practices as well as highlight the importance for self-determination (Trainor, 2005). This study utilized information from the Arc’s Self-Determination Scale (Wehmeyer & Kelchner, 1995) score of secondary adolescents with disabilities to determine whether differences existed among race/ethnic and gender groups. Research findings from this study indicated significant differences in total scores among race/ethnic groups for: (1) the autonomy domain (the ability to express personal preferences or beliefs); (2) self-determination; and (3) there was no significant difference for gender on either domain score or self-determination total scores. This research revealed that a self-determination assessment instrument could be used to isolate essential abilities and behaviors by gender and race for secondary adolescents with disabilities. To promote positive outcomes among deficit areas of self-determination for secondary adolescents with disabilities, this researcher recommended differentiated strategies for educational practitioners. Differentiated strategies could focus on collaborative learning communities, experiential learning options, and reduced emphasis on competitive learning environments.
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Brum, Crhis Netto de. "Modelo teórico de cuidado espiritual ao adolescente vivendo com HIV/aids na transição para a vida adulta." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163286.
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A infecção pelo Vírus da Imunodeficiência Humana (HIV) e o adoecimento da Síndrome da Imunodeficiência Adquirida (aids) tem apresentado mudança no seu perfil epidemiológico, constatada pela juvenização, que se caracteriza pelo aumento da infecção em adolescentes. Como consequência desse aumento tem-se uma geração que vivencia a transição para a vida adulta. Assim proponho como objetivo geral: Construir um modelo teórico de cuidado espiritual ao adolescente vivendo com HIV/aids na transição para a vida adulta com base nas evidencias da literatura cientifica. Método: Pesquisa qualitativa ancorada na Pesquisa Sistemática da Literatura por meio da Metassíntese, subdividida em seis estações: Primeira: Evitando a duplicidade dos estudos. Segunda: Definindo a amostragem inicial. Aqui, foram eleitas quatro subestações: a) Elegendo a pergunta de pesquisa; b) Estabelecendo os Descritores em saúde (DeCS) e/ou Medical Subject Headings (MesH Terms); c) Encontrando o cenário e a melhor estratégia de busca e d) Instituindo os Parâmetros da Pesquisa (Critérios de Inclusão e Exclusão dos documentos). Terceira: Estação das leituras sucessivas e aplicação dos testes de relevância. Composta de quatro subestações: a) Selecionando as produções; b) Avaliando os documentos quanto aos seus vieses; c) Extraindo as informações dos documentos e d) Comparando os resultados. - Quarta: Compilando o Metaresumo. Quinta: Desenvolvendo Metassíntese, para a sua realização, utilizei a Teoria Fundamentada nos Dados. Compreendeu duas subestações: a) Desenvolvendo a Análise taxonômica e b) Realizando as comparações objetivas constantes. Sexta: Construindo o Modelo Teórico de Cuidado. Resultados: Constaram de duas categorias: Adolescendo e enfrentando os desafios impostos pela condição crônica e suas duas subcategorias: Outono: Percebendo que convive com uma doença crônica e Inverno: Questionando a transição de fase em meio aos percalços da adolescência. A outra categoria: Resignificando sua vida frente os matizes do HIV desvelou duas subcategorias: Primavera: Reconduzindo a vida e Verão: Sentindo-se seguro para continuar com sua condição. Considerei a espiritualidade como o fio condutor entre as estações. Assim, exponho como a raiz de uma árvore, que fornece e supre as suas necessidades. E que independente da estação, consegue ampar todas as estruturas. Diante deste cenário, entendo que o adolescente necessita passar pelas quatro estações em seu processo de transição, não apenas clínica, como, as evidências desta pesquisa, em sua maioria recomenda, mas também, precisa ser resignificada a sua dimensão existencial, abarcando desde sua compreensão sobre a sua condição até mesmo como vislumbra suas relações com as pessoas de seu cotidiano. Imersa nesses achados, entendo que o adolescente vai transpondo as estações de sua vida alicerçado na espiritualidade. Este caminho, abstraí do entrelaçamento entre as evidências científicas sobre a transição e da espiritualidade do adolescente que vive com HIV/aids. Considreações finais: o cuidado espiritual é o mediador durante o processo de transição do adolescente para a vida adulta. A equipe de saúde tem um papel relvante no cuidado espiritual do adolescente, mesmo diante das lacunas existentes no cuidado de Enfermagem, no que tange a espiritualidade, reitera-se que o modelo de cuidado apresentado no estudo, aborda a interdisciplinaridade desse processo.The infection by the Human Immunodeficiency Virus (HIV) and the illness of the Acquired Immunodeficiency Syndrome (aids) have shown a change in their epidemiological profile, as attested by the juvenization, which is characterized by the increasing number of adolescents affected by this infection. As a consequence of this increase, there is a generation that experiences the transition to adult life. Thus, we propose as a general objective: To build a theoretical model of spiritual care for the adolescent living with HIV/aids in the transition to adult life based on the evidence of the scientific literature. Method: This is a qualitative research anchored in the Systematic Literature Research through Meta-synthesis, subdivided into six stages: First: Preventing duplication of studies. Second: Defining the initial sampling. Here, we choose four sub-stages: a) Choosing the research question; b) Establishing the Health Descriptors (DeCS) and/or Medical Subject Headings (MeSH Terms); c) Finding the scenario and the best search strategy; and d) Setting up the Research Parameters (Inclusion and Exclusion Criteria for documents). Third: Stage of the successive readings and application of the relevance tests. It was composed of four sub-stages: a) Selecting the productions; b) Assessing the documents regarding their biases; c) Extracting the information from the documents; and d) Comparing the results. Fourth: Compiling the Meta-abstract. Fifth: Developing the Meta-synthesis; for its accomplishment, we used the Grounded Theory. It encompassed two sub-stages: a) Developing the Taxonomic Analysis; and b) Performing the constant objective comparisons. Sixth: Building the Theoretical Care Model. Results: They were made up of two categories: Becoming an adolescent and facing the challenges imposed by the chronic condition, and its two subcategories: Autumn: Realizing that it is living with a chronic illness; and Winter: Questioning the phase transition amid the obstacles of adolescence. The other category: Reframing its life before the nuances of HIV, which unveiled two subcategories: Spring: Renewing Life; and Summer: Feeling safe to continue with its condition. We considered spirituality as the common thread among the seasons. Accordingly, we expose it as the root of a tree, which fills and meets its needs; and that, regardless of the season, manages to provide for all structures. In light of this scenario, we understand that the adolescent needs to go through the four seasons in its transition process, not only clinical, as the evidence of this research, in most cases, recommends, but also needs to be reframed in relation to its existential dimension, embracing from the understanding about its condition until the way in which it envisages its relationships with the people that are present in its everyday life. Upon diving into these findings, we understand that the adolescent is transposing the seasons of its life based on spirituality. This pathway was abstracted from the interweaving among the scientific evidence on the transition and the spirituality of the adolescent living with HIV/aids. Final considerations: Spiritual care is the mediator during the transition process of the adolescent to adult life. The health team plays a key role in the spiritual care of the adolescent, even when faced with the gaps existing in nursing care. As for spirituality, we underline that the care model presented in this study addresses the interdisciplinarity of this process.
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Taylor, Joanne. "A narrative analysis of adolescent inpatients stories about accessing social support during their transition into a psychiatric hospital." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600134.
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This thesis explored adolescent inpatients' narratives about their experiences of social support from their significant attachment figures during their transition into a psychiatric hospital. This qualitative study used multiple approaches from Narrative Analysis to examine the structure and tone (Gergen & Gergen, 1988), the content (narrative themes) (Murray, 2003; Riessman, 2008) and how their narratives were told (process analysis) (Riessman, 2008). An object sculpting (OS) task was used to enrich the interview process and was interpreted using a spatial analysis based on observation and systemic theory (Dallos & Draper. 2010). One young man and five young women were interviewed during their admission and their narratives are presented as a case series. In addition, narrative and process themes were collated from across all participants' narratives to provide an overall summary of the data. The implications of the findings for policy and clinical practice are discussed and suggestions for further research are provided.
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Wilbon, Matisa D. "Sex'n the hood the interrelationships among neighborhood characteristics, parental behavior, peer networks, and adolescent transition to first sex /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110379896.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains x, 125 p.; also includes graphics (some col.) Includes bibliographical references (p. 117-125). Available online via OhioLINK's ETD Center
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Hess, Janet S. "Residency Education in Preparing Adolescent and Young Adults for Transition to Adult Care: A Mixed Methods Pilot Study." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5039.
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Background: There is considerable evidence that physicians lack sufficient training in facilitating transition from pediatric to adult care systems for adolescents and young adults (A/YA). While several primary care residency programs have introduced health care transition (HCT) curricula in recent years, there are few studies that assess the effectiveness of HCT teaching models.
Purpose: To assess the impact of a residency education program that uses electronic health records (EHR) and other methods to teach residents how to prepare A/YA for transition to adult care.
Methods: In a mixed methods, quasi-experimental research design, quantitative methods were used to measure change in knowledge, confidence and experience among 67 Pediatrics and Med-Peds residents who participated in the program. All residents and a comparison group were invited to complete a 35-item pre/post-survey; a retrospective chart review provided documentation of age-specific HCT preparation tasks completed by residents during well visits for A/YA aged 12-21. Descriptive and correlational analyses were conducted to compare differences between resident and control test scores for 5 outcome variables, and to measure resident utilization of the HCT tool in the EHR. Using the Reach Effectiveness-Adoption Implementation Maintenance (RE-AIM) evaluation model as a guide, semi-structured interviews were conducted concurrently with residents and faculty to assess program acceptability, feasibility, and other important attributes. Interviews were transcribed and analyzed using a constant comparative, iterative process.
Results: Survey results showed residents (11 matched pairs) scored significantly higher than controls (13 matched pairs) in 2 of 5 outcomes: exposure to HCT learning activities (p=.0005) and confidence in providing primary care for YSHCN (p=.0377). Overall utilization of the EHR tool among 51 residents was 52.8% (57 of 108 patient visits). In interviews conducted with 16 residents and 6 faculty, both groups said that HCT training is a highly relevant need. Residents said they had little knowledge or experience in HCT prior to the intervention but felt more confident in their abilities afterwards. The HCT tool in the EHR was the only intervention element among multiple modalities that reached all study participants, with more than 80% of residents interviewed reporting they used the HCT tool "usually" or "always." Factors that influenced program adoption included accessibility of educational materials, ease of use, time constraints, patient age and health condition, and attending physicians' enforcement of the protocol.
Conclusion: This study contributes to the body of knowledge concerning HCT by increasing our understanding of ways to effectively educate residents about transition preparation. Results show a positive intervention effect on selected dimensions of resident knowledge, confidence, and practice in HCT, highlighting program strengths and weaknesses. The program is distinctive in educating residents to prepare all A/YA for HCT, as recommended by major medical associations for pediatric and adult care physicians, and in its use of the EHR as a primary teaching tool, a consideration for reducing time-intensive didactic instruction. It provides a model that can be adapted by other residency and provider training programs, and suggests a need to integrate acquisition of health care self-management skills more broadly in child and adolescent health preventive care tools and policies.
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Wilbon, Matisa Danielle. "Sex'n the hood: the interrelationships among neighborhood characteristics, parental behavior, peer networks, and adolescent transition to first sex." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110379896.
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Baillet, Julie. "Avoir un premier enfant avant 20 ans, et après ? : parcours familial des mères adolescentes au Mexique." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100095.
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Au Mexique, la fécondité adolescente est présentée aujourd’hui comme un des problèmes sociaux majeurs. Cette thèse souhaite contribuer à la compréhension de l’évolution des dynamiques familiales de femmes devenues mères à l’adolescence dans un contexte urbain en pleine mutation. Elle compare trois cohortes de femmes nées dans la seconde moitié du XXe siècle, période de profondes transformations sociodémographiques au Mexique (baisse de la fécondité, augmentation du niveau scolaire des filles, entrée des femmes sur le marché du travail, etc.). Nous avons opté pour une approche longitudinale afin de saisir comment cette fécondité précoce s’inscrit plus largement dans la transition à l’âge adulte. À partir de la naissance du premier enfant, nous analysons la trajectoire familiale des femmes, selon trois axes majeurs : la composition du ménage, l’histoire conjugale et le parcours reproductif. Obtenus sur la base des données de l’enquête biographique rétrospective EDER (2011) et d’entretiens semi-directifs menés dans la ville de Tijuana, les résultats révèlent que la « précocité » du processus de formation familiale en milieu urbain ne renvoie pas nécessairement à des trajectoires familiales « spécifiques ». Chez ces mères adolescentes, dans un contexte où les rapports de genre sont fortement inégalitaires et où les normes sociales régissant l’accueil du premier enfant sont strictes, les relations intergénérationnelles ainsi que la nature des relations avec le conjoint auront une influence sur le devenir de leur trajectoire familialeIn Mexico, adolescent fertility is presented today as one of the major social problems. This thesis aims to contribute to the understanding of the evolution of the family dynamics of women who became mothers during adolescence in a changing urban context. It compares three generations of women born in the second half of the twentieth century, a period of profound socio-demographic changes in Mexico (fertility decline, the increase of women education level, entry of women into the labor market, etc.). We have chosen a longitudinal approach to understand how this early fertility fits into the transition to adulthood. From the birth of the first child, we analyze the family trajectory of women, according to three major axes : the composition of the household, the marital history and the reproductive path. Obtained on the basis of data from the EDER retrospective biographical survey (2011) and semi-structured interviews in the city of Tijuana, the results reveal that the "precocity" of the process of family formation in urban areas does not necessarily means "specific" family trajectories. For those adolescent mothers, in a context where gender relations are highly unequal and social norms governing the settling-in the new-born child are strict, intergenerational relationships and the nature of relationships with the spouse will have an influence on the future of the family life course
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Guo, Jia. "Longitudinal changes in Chinese adolescent girls' physical growth, social contexts and mental health during the transition from primary to junior high school." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11710.
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This study explores the longitudinal changes among a sample of early adolescent girls in China throughout their transition from primary to junior high school. Early adolescence is a time of multiple transitions and is associated with a range of mental health outcomes in Western literature. This study will be the first to examine developmental changes in early adolescence among Chinese girls. A sample of 425 Chinese girls completed a self‐report questionnaire at three time points: the end of primary school, the start of the first year of junior high, and the end of the first year of junior high. The questionnaire comprised a range of measures relating to bodily changes, puberty, and gender issues, social changes in family, peers and school, and a series of standardised measures of mental health including: life satisfaction, self‐esteem, psychosomatic symptoms, loneliness, anxiety, depression, and coping. Results were analysed using ANOVA to examine longitudinal changes in measures. Following an overview of the interrelations between all the variables in this study using One‐way ANOVA, longitudinal results were reported in three chapters: physical changes, social changes, and mental health. Findings relating to physical growth highlighted the co‐occurrence of pubertal development and school transition. Significant increases in body dissatisfaction and social comparisons of physical appearance were identified, indicating girls’ growing self‐consciousness about their physical changes. Specifically, apart from weight concerns, an interesting finding of this study was that girls in this study reported consistently higher and significantly growing concerns about their height stature. A significant decline in positive feelings of gender typing was also identified. In terms of social development, there were no longitudinal changes in the overall quality of attachment with parents or peers, as well as peer norms, suggesting that although variance exists across individuals, these constructs remained longitudinally stable in this sample. On the other hand, a significant decline was found in parental involvement. In contrast to the negative outcomes reported widely in Western literature following the primary to middle school transition, this study revealed an overall positive school transition experience. To be specific, overall school climate was reported to be more positive in junior high school, girls’ personal goals and school behaviours were improved longitudinally, and school transition problems were significantly smaller than expected prior to the transition. Analysis of developmental changes in mental health revealed no changes in global life satisfaction and depression. However, self‐esteem in general significantly reduced over time; simultaneously and interestingly, psychosomatic health, loneliness, and overall anxiety significantly improved after the transition. Furthermore, longitudinally girls adopted a wider range of coping strategies to deal with stressful events, although both the selection and efficacy evaluation varied across coping strategies among individuals. This study is the first to explore Chinese girls’ development during early adolescence. Developmental trends are established in Chinese adolescent girls’ physical, social, and psychological domains. Despite evidence consistent with the universalities of this life stage as established in Western literature, this study also highlights cultural differences in the developmental experiences of Chinese adolescents. Taken together, the findings reveal a positive developmental phase with little evidence of increases in adaptation difficulties or mental health outcomes. These empirical findings are in contrast to Western research, which often highlights early adolescence as a time of adaptation difficulties. Overall, this study contributes to the literature on adolescent development. The role of culture and implications for future research and practice are also discussed.
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Knowles, Ann-Marie. "An examination of key variables influencing physical activity behaviour in adolescent girls during the transition from primary to secondary school." Thesis, Heriot-Watt University, 2009. http://hdl.handle.net/10399/2339.
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Research has suggested that the decline in physical activity (PA) levels for adolescent girls is most marked during the transition from primary school to secondary school. However, this decline in PA for adolescent girls is also coincident with the onset of maturation and as such, maturation and the physical changes associated with maturation (e.g., increased body fat and development of secondary sexual characteristics) may have a direct influence on PA. In addition, these physical changes may indirectly influence perceptions of competence and body attractiveness and subsequently influence PA behaviour. Therefore the aim of this thesis was to further explore this decline in PA during this transitional period. Study one involved a longitudinal examination of the relationship between maturation, physical self-perceptions and PA in adolescent girls over 12 months during the transition from primary to secondary school. At Phase 1 (primary school) 208 adolescent girls participated (mean age = 11.83 ± 0.39 years) and were tracked into secondary school (Phase 2) where 156 girls participated (mean age = 12.79 ± 0.31 years). PA was assessed using the Physical Activity Questionnaire for Children; maturation was assessed using the self-report Pubertal Development Scale; physical characteristics of body mass, waist circumference and sum of skinfolds were measured and physical self perceptions were assessed using the Children and Youth‟s Physical Self-Perception Profile. Cross-sectional findings at both Phase 1 and Phase 2 highlighted that maturation and physical characteristics were not significantly related to PA and there were no significant differences in PA between maturation stages. Results also indicated that physical self-perceptions were all significant moderate positive correlates of PA at both primary and secondary school. Longitudinal findings examining the change in variables over the 12 months highlighted a significant decrease in PA from primary to secondary school. Furthermore, this decrease was evident during break-times, lunch-times and after-school yet PA significantly increased in PE lessons between schools. Maturation had a limited influence on PA behaviour; however the increase in body mass was related to perceptions of body attractiveness and physical self-worth becoming less positive. In addition, decreases in physical self perceptions partially accounted for the decrease in PA over the 12 months. It was apparent from the quantitative findings of study one that further research was needed to explore the influence of additional variables on PA. The aim of study two was to explore the decrease in PA evident during the school transition using a narrative approach. A purposive sampling technique was used and one-to-one narrative interviews were conducted (n = 14; age 13.6 ± 0.3 years). Interpretative phenomenological analysis was used to identify the „whats‟ (i.e. content) of the girls‟ PA stories and structural analysis was used to identify „how‟ the girls told their PA stories. Findings suggest that the PA environment had an impact on their sense of self with regards to levels of enjoyment, perceived competence, confidence and self-presentation issues. These findings support the current research trend towards a focus on the environment the individual is experiencing rather on the individual. Overall the findings suggested that the decrease in PA behaviour in early adolescent girls may depend more on perceptions of competence and ability in a particular environment rather than the possible influence of the physical changes accompanying maturation.
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O'Loughlin, Sinead. "The transition from child and adolescent to adult services in eating disorders : a qualitative study of service user and carer perspectives." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3624/.
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Objective: The transition from child and adolescent mental health services (CAMHS) to adult mental health services (AMHS) can be a challenging time for young people with eating disorders and their families. The current study explored the transition between CAMHS and AMHS from the perspectives of service users and carers. Method: Participants were recruited from NHS Services in the West of Scotland region. A sample of six service users and five carers participated in the study. Interpretative phenomenological analysis was used to explore participants’ experiences of transition. Results: Three superordinate themes emerged from the data: ‘Transition Experience’, ‘Shift in Treatment Ethos’ and ‘Outcome of Transition’. There was a high degree of agreement between the accounts of services users and carers. Discussion: The prospect of transition was associated with feelings anxiety for most participants. Transitions that were planned and co-ordinated provided the best continuity of care, while an absence of transition planning was associated with disruptions of care and negative outcomes. The importance of determining decisions about transition on an individual basis was highlighted. Differences in treatment approach between CAMHS and AMHS were explored. Service users experienced increased autonomy in AMHS, while carers were more often excluded from treatment. There was divergence in how participants viewed these changes. These findings offer insights into how services may support the transition from CAMHS to AMHS, elaborating upon and adding to, clinical guidelines for transitional care.
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Kirwin, Patricia Maureen Catherine. "Sex role perceptions of adolescent males and females : the effects of a transition from a single sex to coeducational school environment /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663286821.
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Cameron, Alasdair. "Stigma, social comparison and self-esteem in transition age adolescent individuals with Autistic Spectrum Disorders and individuals with Borderline Intellectual Disability." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5758/.
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Background: Young people who have intellectual disabilities (ID) or Autistic Spectrum Disorders (ASD) may experience stigma which can lead to them developing negative views about themselves. However, it has been shown that individuals with ID can mediate the impact of stigma through the comparisons they make with other people. People with ASD might have difficulty making these “social comparisons” because of their social cognitive difficulties. The current study explores whether a group of young people with ASD who do not have an ID or borderline/mild ID, recognise and report experiences of stigma similarly, whether they have similar levels of self-esteem, and whether individuals with ASD make social comparisons in a similar way to individuals with borderline/mild ID. Method: A group of young people with ASD, without learning disability, and a group with borderline/mild ID were recruited. Measures of stigma, self-esteem and social comparison were completed with participants. The social comparison measure was completed in relation to a person described as having a developmental disability and a typically developing individual. A subsample of participants in each group were asked to provide more detailed examples of the types of stigma they experienced to confirm that their reported experiences accurately reflected experiencing stigma. Results: Participants in the ASD group reported more experiences of being made fun of, whereas those in the borderline/mild ID group reported more experiences of being treated differently to their peers. The specific examples of stigma experiences were similar between the groups. Despite experiencing stigma, the self-esteem scores of both groups were positive. The social comparisons that both groups made in relation to developmentally disabled and typically developing peers were also positive. However the ASD group compared themselves significantly less positively to a typically developing peer than to a developmentally disabled peer. Conclusions: Young people with ASD were aware of facing stigma and compared themselves positively to individuals with intellectual and social difficulties, and less positively to typically developing individuals. The study demonstrates that individuals with ASD are able to understand situations and to make comparisons that appear to require a degree of social understanding. It remains uncertain whether making positive social comparisons helped participants to manage the impact of stigma, therefore this is an area that requires further investigation.
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Avila-Escalante, Maria L. "The association between dietary intake of folate (F) and vitamin B12 (VB12) with body composition (BC) of adolescents aged 10-18 years from Merida, Mexico." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/20121.
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Mexico has a high prevalence of stunting in children and adolescents, due to poor nutrition. Paradoxically, too many Mexican children and adolescents are currently overweight or obese (OW/OB). The dual-burden of stunting (low height for age) and OW/OB are nutritional conditions that increase the risk of developing chronic degenerative diseases in adulthood. The persistence of high levels of stunting in southern regions of Mexico, such as Yucatan, may be due to diet changes (nutrition transition) that Yucatecan population has experienced in recent years. Vitamins, such as folic acid (FA) and VB12 are micronutrients necessary for normal metabolism and growth. The relationships between the intake of these micronutrients and growth rate were identified. The impact of micronutrient consumption on body composition was also investigated. The sample population comprised 273 adolescents (152 females) aged 10-18 years, from Merida, Mexico. Dietary information was obtained using a food frequency questionnaire (FFQ) covering 106 local foods. Anthropometric and body composition measurements were taken, and socioeconomic data were gathered. Data were collected between September 2011 and July 2012. Over 50% of participants had inadequate consumption of both vitamins: 64% had inadequate intake of FA and 69% of VB12. Almost half (46.9%) were either short or stunted, and 33% were at risk of OW/OB. A higher risk of presenting OW/OB was found for participants with FA intake less than the RDI of 400 μg/day and for those with VB12 intake less than the RDI of 2.4 μg/day. No relationship was found between body fat percentage and the consumption of FA or VB12.
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Cookson, Jennifer. "Transitions during adolescence : a qualitative exploration of the developmental and healthcare transition experiences of adolescents with epilepsy." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5638/.
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Background: The most common neurological condition during adolescence is epilepsy, with 40-50% of those diagnosed requiring transition to adult orientated healthcare. The related transition of care is reported to be important for maximising both health and developmental outcomes. The scope of this study was to explore the health, social and developmental transition experiences of a number of adolescents with epilepsy. Methods: Interpretative Phenomenological Analysis was used to explore the experiences of five adolescents (aged 14-17 years) currently attending an epilepsy transition clinic. Semi-structured interviews explored their experiences of being an adolescent with epilepsy. Results: Three superordinate themes were identified: Coping Style, Differences and Healthcare Experiences. Each theme tracked the similarities and differences between participants’ experiences using a number of subthemes. Participants’ use of language was an important vehicle for more in-depth analysis of their narrative. Conclusion: The health, social and developmental transition experiences of adolescents with epilepsy are influenced by the coping strategies they implement, their locus of control model and their level of engagement with their healthcare needs. These factors are influenced by internal and external circumstances that are important to consider when developing transitional care for this population. Further exploration of these internal and external factors and their influence is required.
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Wright, Alice Elisabeth. "Exploring transition to adulthood from the perspectives of young people with high functioning autism and their families : a research portfolio." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/26009.
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Introduction: Young people with high functioning autism spectrum disorders (HFASD) are particularly vulnerable to developing comorbid depression. It has been suggested that young people with HFASD and comorbid mental health difficulties are likely to experience difficulties during the transition to adulthood. This transition involves significant changes in both services and daily routine, something which people with HFASD often find difficult. Aims: This thesis includes two distinct pieces of work. A systematic review aiming to understand the prevalence of depression in children and young people with HFASD. A qualitative study aiming to explore transition to adulthood from the perspectives of young people with HFASD, who currently attend child and adolescent mental health services (CAMHS), and their families. Methods: For the systematic review, literature reporting the prevalence of depression in children and young people with HFASD was systematically searched and reviewed. For the qualitative study, data collection and analysis followed the principles of Interpretative Phenomenological Analysis (IPA). Four dyads of a young person with HFASD and a parent were interviewed. Results: The systematic review identified 18 studies which described results from 17 independent samples. The prevalence reported varied from 0% to 83%. This variation is most likely explained by methodological differences between studies. In the qualitative study, transition to adulthood was described as a process during which the young person is developing independence, while parents continue to have a role in providing support. Current and future support needs were perceived differently by the young people with HFASD than their parents, with the young people reporting less need for support. Conclusions: Further research is needed to better understand how to assess depression in this population, as well as the impact of age, gender, setting, medication use and other comorbidities. Transition is a time of uncertainty and change for young people, during which they become more independent of their families. Services need to consider the impact of these processes and young people’s perceptions about what it means to receive support.
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Steytler, Johannes Petrus Du Plessis. "Mentorskap in die maatskaplike funksionering van die seun in sy laat-middelkinderjare / J.P.DP Steytler." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1848.
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The boy in his late middle childhood faces enormous changes — physically, socially and
mentally. World-wide, people experience challenges - politically and economically as well as regarding social structures such as families. Children are not excluded from these challenges. Family structures change over time and fathers are increasingly becoming absent in the lives of their children. This Master's dissertation provides information concerning three major aspects regarding the boy. The first, as described in Article 1, is
the effect of the absent father on the boy in his late middle childhood and that of the alternative father figure, the mentor. The second major aspect, as described in Article 2, is the influence of family ordinance on the boy in his transition phase from middle childhood into adolescence, his experience of the biological father and his expectancies regarding a mentor relationship
The third major aspect is the adolescent boy's experience of his biological father, the influence of an alternative father figure, namely the mentor, and the affect of the mentor relationship.Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.
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Kristovich, Donna. "Late adolescents' use of music as transitional space." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2001. http://www.icsw.edu/_dissertations/kristovich_2001.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2001.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy. Includes bibliographical references (p. 257-260)
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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.
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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.
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Vendryes, Beverly. "Late Adolescent Mothers' Homelessness and Pregnancy Experiences While Living in Transitional Housing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6289.
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The numbers of homeless adolescent mothers have been increasing over the past decade. Previous studies have focused on homeless individuals, but no studies examined late adolescent mothers' homelessness and pregnancy experiences while living in transitional housing. Using a phenomenological methodology, this study explored the lived experiences of 7 adolescent mothers, 18 to 24 years old, who were homeless, pregnant, and living in transitional housing. The social construction of reality theory provided the framework and interpretive lens for this study. Social networking and snowball sampling were used for participant recruitment. Through in-depth interviews, data coding and analyses were conducted to identify 6 major themes: (a) unknown risk and coping, (b) improved outcomes, (c) hopes, dreams, and goals, (d) rules, rules, and more rules, (e) strain, mental illness, and abuse, and (f) good and bad family relationships. Two primary public policy and social change themes were examined in depth: (a) improved outcomes and (b) hopes, dreams, and goals. These 2 key themes illustrated the importance of implementing sustainable social service public policy and the influence of transitional housing access on the lived experiences of adolescent mothers' homelessness and pregnancy. Southeastern Florida policymakers, in conjunction with public and private sector collaboration, can facilitate positive social change by creating and funding proactive and preventive initiatives to help reduce adolescent pregnancy, reduce homeless, and provide sustainable, skill-building transitional living centers.
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Freitas, Angela Carvalho. "Jovens vivendo com HIV desde a infância: características clínicas e preditores de controle da infecção na transição de cuidado pediátrico para o de adultos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/5/5134/tde-21022018-085556/.
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INTRODUÇÃO: Crianças com infecção por HIV por transmissão perinatal ou adquirida nos anos 1980 e 90 começaram a ser transferidas da pediatria para ambulatórios especializados no cuidado de adultos ao final da primeira década dos anos 2000. A transição entre esses serviços para jovens com outras doenças crônicas é um momento crítico que pode estar associado a maior número de intercorrências clínicas, mas pouco há descrito sobre desfechos clínicos desfavoráveis nos pacientes infectados pelo HIV. MÉTODOS: Estudo de coorte retrospectiva, com inclusão de todos os jovens transferidos do Ambulatório de Infectologia Pediátrica para o Serviço de Extensão ao Atendimento de Pacientes com HIV/aids, ambulatório responsável pelo atendimento de jovens e adultos com HIV/aids, ambos do Hospital das Clínicas da Faculdade de Medicina da USP, até dezembro de 2012. Foi realizado acompanhamento durante o período de transição, desde os 2 anos anteriores até 2 anos após a transferência entre serviços. Foram descritos o perfil sócio-demográfico e as características clínico-laboratoriais dos participantes no período do estudo. Além disso, foram realizados estudos comparativos dos parâmetros clínicos e laboratoriais dos jovens durante o seguimento nos dois serviços, análise de associações com a viremia do HIV e o status imunológico no momento de chegada ao serviço adulto e avaliação de possíveis fatores preditores dos desfechos clínico-laboratoriais durante o período da transição, com ajuste para possíveis confundidores. RESULTADOS: Durante o período estudado foram transferidos 41 jovens, com mediana de idade de 19 anos, 95% dos quais adquiriram HIV por transmissão vertical, 54% de mulheres, 73% de cor branca e escolaridade mediana de 12 anos. 59% dos jovens já havia iniciado a vida sexual e 4 (10%) estavam gestantes ou tinham parceiras em gestação. O nadir mediano de células CD4+ foi de 117/mm3, com mediana de 15 anos de uso de antirretrovirais e 89% com classificação de aids pediátrica (critério CDC) entre B2 e C3. Na chegada ao SEAP a mediana de células CD4+ foi de 250/mm3 e viremia por HIV foi >= 400cp/ml em 51% dos jovens. Registros de baixa adesão ao tratamento foram relatados no prontuário de 54% dos jovens e 34% apresentou adoecimento relacionado à aids nos últimos 2 anos no ICr. Durante o período da transição a adesão inadequada (aferida por registro de prontuário, retirada de medicamentos antirretrovirais na farmácia ou falta em consultas) foi superior a 70% em ambos os serviços. Contudo, a carga viral mediana teve redução progressiva (3,72 para 1,95 log10 cópias/ml) e a mediana do número de células CD4+ elevou-se ao final do seguimento (289 para 376/mm3). A incidência de adoecimentos relacionados à aids e de hospitalizações foi semelhante em ambos os serviços. No que se refere a fatores de risco associados a desfechos desfavoráveis, não foram encontrados fatores associados à pior adesão. Entretanto, identificou-se associação entre viremia por HIV no período de transição e menor nadir de células CD4+, uso de maior número de esquemas ARV na pediatria e adesão inadequada ao tratamento. Menor número de células CD4+ foi associado a menor nadir de células CD4+, adesão inadequada, maior carga viral do HIV, uso de efavirenz e a não ter o estudo como ocupação exclusiva durante o período de transição pediátrica. Quanto aos adoecimentos relacionados à aids, houve maior incidência entre os jovens com menor nadir de células CD4+ e menor número de células CD4+. Por fim, as hospitalizações foram associadas com adoecimentos relacionados à aids e com baixo nadir de células CD4+. Conclusão: Os jovens avaliados possuem histórico de imunodepressão grave e adoecimentos relacionados à aids, além de longo período de exposição aos antirretrovirais. Chegaram no serviço adulto com dificuldade de adesão ao tratamento, com controle insatisfatório da infecção pelo HIV, em plena vivência da sexualidade e com baixa inserção no mercado de trabalho ou no ensino superior. A transição entre os serviços não teve como impacto a piora na adesão ou nas características clínico-laboratoriais. No entanto, houve manutenção de alto percentual de jovens com viremia detectada e sem a restauração adequada da imunidade. Nesse sentido, há necessidade de atenção redobrada para ocorrência de eventos clínicos desfavoráveis durante esse período, principalmente entre os jovens com menor nadir de células CD4+ e número baixo de células CD4+INTRODUCTION: Children with perinatal HIV infection or infected in the 1980\'s and 1990\'s have been transitioning to adult care since late 2000´s. Among young adults with other chronic conditions, transition to adult care is a critical moment that can be associated with worsening disease control, but little is described on unfavorable outcomes among HIV-infected youths. METHODS: Retrospective cohort study, including all consecutive youths referred from pediatric to adult HIV care at Hospital das Clinicas da Faculdade de Medicina da Universidade de Sao Paulo up to December 2012. Follow-up comprised the transition period between 2 years prior to 2 years after transition to adult care. We described socio-demographic and clinical characteristics of study participants during the study period. Furthermore, we compared clinical and laboratory variables observed during follow-up in pediatric and adult care, investigated factors associated with viral suppression and immune status at the first visit in the adult care setting, and studied predictors of clinical and laboratory outcomes over the transition period with adjustment for potential confounders. RESULTS: 41 youths were referred to adult HIV care during the study period, with median age of 19 years, 95% of whom acquired HIV infection through mother-to-child transmission; 54% were female, 73% were caucasian, with median schooling of 12 years. 59% reported having had sexual debut and 4 (10%) were either pregnant or had partners expecting a child. Median CD4+ cell nadir was 117/mm3, 15 years was the median time of antiretroviral use and 89% had pediatric CDC AIDS classification between B2 and C3. At the first laboratory assessment at the adult care service, median CD4+ count was 250/mm3 and HIV viremia was detectable for 51% of participants. Poor adherence was recorded in medical charts for 54% of youths and 34% had developed AIDS-related conditions during the last two years of follow-up at pediatric care. During the transition period, inadequate adherence (determined by either medical chart report, inadequate pharmacy withdrawal of antiretrovirals or missed medical appointments) was identified in 70% of the cohort, in both pediatric and adult services. Nonetheless, HIV viral load lowered progressively (median 3.72 to 1.95 log10 copies/ml) and median CD4+ count increased at the end of follow-up (289 to 376 cells/mm3). The incidence of AIDS-related conditions and hospitalizations was similar in pediatric and adult care services. Regarding predictors of unfavorable outcomes, we failed to find factors associated with poor adherence. However, we found association between HIV viral load during the transition period and lower CD4+ nadir, higher number of antiretroviral regimens during pediatric care and inadequate treatment adherence. Lower CD4+ count was associated with lower CD4+ nadir, poor adherence, higher HIV viral load, efavirenz use and with occupation other than being only a student during pediatric transition period. AIDS-related conditions were more frequent among youths with lower CD4+ nadir and lower CD4+ count. Finally, hospitalizations were associated with AIDS-related conditions and lower CD4+ nadir. CONCLUSIONS: Youths enrolled in this study had a history of poor immune status and AIDS-related illnesses, with prolonged exposure to antiretrovirals. At transition to adult care, they presented with important challenges in adherence to treatment, poor control of HIV infection, fully experiencing sexual life and with poor participation in the workforce or high school. The transition from pediatric to adult care services did not worsen adherence or clinical and laboratory outcomes. However, there was still a high percentage of youths with detectable HIV viral load and inadequate immune recovery. Therefore, providers should have increased attention to unfavorable outcomes during the transition period, particularly for youths with lower CD4+ nadirs and lower CD4+ counts
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Stoep, Ann Vander. "Transition to adulthood for adolescents with psychiatric disorder /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/10944.
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Oskoui, Maryam. "STAND: study on the transition of adolescents with neurological disorders." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96754.
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Background: Children with chronic neurological disorders are increasingly surviving to adulthood and transitioning to adult healthcare. Our objectives were to describe, from the neurologists' perspective, current practice and views on health care transition in Quebec, including barriers and facilitators to the process, if patients experience a gap in care, and if adult neurologists are adequately trained to care for these patients.Methods: We conducted a cross sectional study using two postal surveys of all Quebec pediatric and adult neurologists.Results: The overall response rate to the mailing was 65.4%, with 51.5% participation rate. Most do not have a transition program in place but some plan to develop one in the next two years. Nearly half of neurologists believed patients experience a gap in care during the transition process. Half of neurologists agreed that adult neurologists may not have adequate training in childhood onset chronic neurological disorders to prepare them to manage these disorders in adulthood, and 60% of pediatric neurologists reported having difficulty finding an adult provider for their patients. The majority of neurologists agreed that patient's knowledge of their medical condition and medication, compliance with medication, capacity for active participation during office visits, co-existence of a communication or behavioral disorder, and need for multidisciplinary care were all important factors affecting the success of transition. Conclusion: Half of surveyed neurologists believed patients experience a gap in care during the transition period. Neurologists reported multiple barriers to the transition process including both patient and physician specific factors. Almost half of surveyed physicians believed adult neurologists are not adequately trained to care for this growing patient population.La problématique: Les enfants souffrant de troubles neurologiques chroniques vivent de plus en plus jusqu'à l'âge adulte. Nos objectifs étaient de décrire, du point de vue du neurologue au Québec, la pratique courante et les opinions à l'égard de la transition de ces adolescents des soins pédiatriques aux soins adultes, incluant les barrières au processus, si les patients éprouvent un carence en soins durant cette période, et si les neurologues pour adultes ont la formation requise pour prendre soin de ces patients.Les méthodes: Nous avons fait une étude transversale par envoyant deux questionnaires par la poste à tous les neuropédiatres et neurologues pour adultes du Québec.Résultats: Notre taux de réponses à lènvoi des questionnaires était de 65.4%, avec un taux de participation de 51.5%. La plupart nàvaient pas de programme de transition sur place, mais plusieurs planifiaient développer un programme dans les deux prochaines années. Presque la moitié des neurologues croyaient que les patients éprouvent une carence en soins durant la période de transition aux soins adultes. La moitié des neurologues croyaient que les neurologues pour adultes n`ont peut être pas la formation requise pour prendre la relève des soins des jeunes adultes ayant un trouble neurologique chronique débutant en enfance. 60% des neuropédiatres éprouvaient des difficultés à trouver un médecin pour adultes pour prendre la relève des soins de leurs patients. La majorité des neurologues croyaient que la connaissance du patient de sa maladie et de ses médicaments, la conformité aux médicaments, la capacité de participer pleinement durant les visites chez me médecin, la présence dùn trouble de communication ou de comportement, et le besoin de soins multidisciplinaires étaient des facteurs jouant des rôles importantes durant la période de transition des soins.Conclusion: La moitié des neurologues croyaient que les patients éprouvent une carence en soins durant la période de transition. Les neurologues ont fait rapport de plusieurs obstacles à la transition des soins, soit des facteurs reliés aux patients et d'autres reliés aux médecins et services de soins. Presque la moitié des neurologues croyaient que les neurologues pour adultes n'ont pas la formation requise pour prendre soin de ce groupe croissant de patients.
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Baker, Tracie Renee. "Romantic dissolution and social support during adolescents' transition to college." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1137954382.
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Goldstein, Alana L. "Transition Readiness in Adolescents and Young Adults with Sickle Cell Disease." Xavier University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1439143927.
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Kellich, Rebecca Alice. "COMMUNITY AND THE CONNECTION TO PERFORMANCE IN HIGH SCHOOL: SUGGESTIONS FOR THE TRANSITION TO HIGH SCHOOL FOR URBAN DISTRICTS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/477931.
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Educational AdministrationEd.D.
The high school dropout rate has become a critical issue nationwide. Research points to the high school transition as a stressful experience for students and identifies it as a potential contributor to the elevated dropout rate. Using the stage-environment fit theory as a framework (Eccles & Midgley, 1989; Eccles et al., 1993), this research examines the high school transition for a group of students in an urban school district. Four different school structures were used in this research. The sending schools included an elementary school (K-8) and a middle school (6-8). The receiving schools included a special admission high school and a comprehensive high school. The students were recruited from one of the two sending schools and interviewed in both eighth grade and ninth grade. Academic, behavioral and attendance records were also collected in both eighth and ninth grade. One major finding of this research was that eighth grade students enrolled at the elementary school were part of a more united community than those enrolled in the middle school. The elementary school was better able to meet student needs in interpersonal, instructional and organizational ways. These students experienced a more supportive and successful high school application process. A second major finding of this research was that when the students got to ninth grade, almost all of them reported a positive social transition while almost all of them experienced an academic decline. Students’ interpersonal needs were a priority to them, above their organizational and instructional needs. Additionally, the schools were unable to meet students’ instructional needs and thus were unable to provide a developmentally responsive environment to foster their academic success.
Temple University--Theses