Dissertations / Theses: 'Adult and young education'

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Verbruggen, Frances Augusta Ramos. "Representations of Immigrants in Young Adult Literature." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979318.

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This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors’ backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children’s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.

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Lash, Holly L. "Evaluating Young Adult Literature through Transactional Theory." Ohio Dominican University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1449497760.

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Garrett, Birda. "Stakeholder Perceptions of Gun Violence Perpetrated by Young Men." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5864.

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In three low socioeconomic urban communities of Greenwood (pseudonym), young men's lack of education provides dim prospects of employment, possibly causing the young men to turn to gun violence. The purpose of this study was to understand the perceptions of concerned clergy, law officials, and members of a Neighborhood Watch organization regarding the factors that contribute to gun violence in the southern communities in the United States. The conceptual framework for this study was Bandura's modeling theory. The central research question addressed how the community stakeholder groups described their perceptions regarding gun violence among young male adults. For this qualitative case study, a total of 9 stakeholders from the clergy, law officials, and Neighborhood Watch organization who had knowledge about the issues being investigated were selected through purposeful sampling and interviewed individually and in a focus group. The data were coded and categorized for themes. Thick descriptions of the stakeholder perspectives were combined with notes and interviews. The emerging themes were lack of education, inappropriate leadership, and an unhealthy community life; therefore, suggesting that professional development needs to be provided to the stakeholders on how to support the unemployed men in achieving skills through education, developing leadership skills through positive role modeling, and building a better community life through nonviolent social skills. The results indicated that applying skills to the service of young men exposed to gun violence would contribute to positive social change by understanding other potential causes of the gun violence problem. The implications for positive social change will become evident as young men become educated, find employment, and regain self-esteem and confidence in their ability to lead.

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Kiser, Kelsey R. "Young Adult Literature and Empathy in Appalachian Adolescents." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3325.

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Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities in reality. This thesis demonstrates how three multicultural young adult novels (The Absolutely True Diary of a Part-Time Indian (2007), Accidents of Nature (2006), and The Porcupine of Truth (2015)) can be used in a literature unit that encourages students to show emotional understanding despite personal differences.

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Velazquez, Deanna Lynn. "Using young adult literature to teach the classics a study on pairing young adult novels with the classic works in secondary English classrooms." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/533.

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Young adult literature is a genre of literature that is often overlooked. Adolescents would greatly benefit from reading young adult novels, academically and also for enjoyment. Educators are not using young adult literature as often as they should in the classrooms as a tool, due to strict curricula. However, young adult literature is a perfect tool for aiding with comprehension of the classic works. Pairing certain young adult books with classics would help adolescents understand the classic novel, but also assist in intriguing the student enough to pick up both books. After an online survey given to nine Seminole County school English or Reading teachers, I found that high school teachers today do feel as though young adult literature would benefit the students greatly.
B.S.
Bachelors
Education
English Education

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Burrow, Tess Kira. "Single parenting: a perspective from young adult children." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19187.

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Master of Science
Family Studies and Human Services
Karen S. Myers-Bowman
Single parenting has become a part of American society, yet it seems that through stereotyping and shaming these parents are looked down upon. Often times, single parents do not have the same resources as two parent homes, but single parents can still be effective and raise well-rounded children. This is a qualitative study that sought to provide a different perspective of single never-married parents by interviewing their young adult children. This study focused on the experiences of the young adult children and used Family Stress Theory to help understand and capture specific moments in their lives.

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Spooner, Marc Thomas. "Young adults' perceptions and interactions with creativity enhancing environments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0026/MQ52307.pdf.

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Fluellen, Jackiethsha Lynette. "Single Mothers of Young Children and Continuing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2815.

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The number of households headed by single mothers living in poverty exceeds that of all other categories of poverty-stricken households, and poverty impacts the children negatively in various ways. When single mothers choose not to continue their education, they lessen their chances of finding higher paying jobs and raising their families out of poverty. The purpose of this phenomenological study was to better understand why some single mothers decided to continue into higher education. The study considered the decisions of 6 single mothers of young children in Montgomery County, Texas, and the obstacles they overcame while completing their education. The women were recruited from a co parenting workshop using snowball sampling. The inclusion criteria included single mothers of children ages 0-10 years old and who obtained a degree or specialized certificate. The conceptual framework was based on Bandura's concept of self-efficacy and Carspecken's critical theory. Interviews were used with the 6 women to collect data that were then transcribed, compared, coded, and thematically analyzed. Emergent themes included overcoming obstacles, receiving help from others, acting as their children's role models, dealing with the impact of the father's absence, and receiving motivation from their own parents. The social significance of this research is that it illuminates the problem of poverty among single female-headed households and increases the understanding of why some single mothers decide to continue into higher education.

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Gouin, Rachel. "Gendering resistance : young women's learning in social action." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102242.

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Learning happens informally and incidentally in social struggle, yet it has not been the focus of many studies. When critical adult education scholars research the role of learning and education in transforming society, their analysis is centred on the role of capitalism, or the role of civil society. Critical adult education theory is caught in a debate between radical pluralist and socialist traditions---traditions that guide the role of education and educators in transforming society. Addressing this polemic, I draw on antiracist feminist scholarship to propose an analytical framework that takes into consideration the interdependence of systems of domination; namely, white supremacy, patriarchy and capitalism.
In this study, I focus on young female activists' experiences and learning in social struggle. I rely on interviews and a participatory research project conducted with a group of young facilitators working with girls in an elementary school. The role of oppression and domination in social movements and in emancipatory projects is explored. Learning is found to be situated in particular historical contexts and to be influenced by underlying social dynamics inherent to social struggle. It is also found to be contradictory---it both inhibits and fosters change.
This study is my praxis. It is a back and forth between grassroots practice and research. It engages activists in thinking critically about their actions and uses various written texts to reflect their stories back to them, and to broader audiences. In the tradition of feminist and participatory research, I use this study as a catalyst for learning and for transforming practice.

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Bass, Malikai, and Scott Agusta Karen Dr Honeycutt. "Boys Like Me: Neurodivergence in the Young Adult Novel." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/203.

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Books shape our definition of the world; including, how we conceive , others, and, for young readers, even ourselves. Hitherto, for neurodivergent people , the lack of appropriate narrative representations in young adult literature disrupts this formative process. Previously, authors included neurodivergent characters only as stock characters possessing little definition aside from their disabilities and having minimal impacts on the plots and other characters within the novels. More recently, however, young adult novels featuring neurodivergent characters have developed into a popular subgenre, including stories of young people with atypical cognition, neurochemistry, or neurodevelopment such as Autism or Down Syndrome. Inspired by the emergence of the neurodiversity movement which seeks to define these variations as neutral and natural, this fiction increasingly provides representation to these previously neglected communities. This study explores the representation of neurodivergent characters within the young adult novels in contrast to the larger genre of young adult literature through the lens of neurodiversity.

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Lansley, Frances. "The individual and institutional experiences of the young apprenticeship 'experiment'." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/349378/.

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The Young Apprenticeship (YA) programme is the latest in a long line of vocational qualifications to exist fleetingly within the English education system. Introduced in 2004, the YA programme offered Key Stage 4 students the opportunity to combine academic and vocational study within specific industrial sectors. Evaluative studies of a quantitative nature evidence a positive response, both in terms of perceived usefulness and actual success (90% completion rate of the Sport YA, (SkillsActive, 2009)) from students, providers and employers. Never attaining more than pilot status, the programme was closed to new entrants in 2011 following recommendations made by the Wolf Report, condemning it to the role of yet another vocational education ‘experiment’. Little is known about how the students experience a programme that occupies a significant proportion of their Key Stage 4 timetable. Outside of their immediate institutional context, the YA students are a hidden population. This study seeks to examine and give voice to the experiences of the individuals who have participated in the programme, within their institutional context. Through a qualitative research methodology, it is proposed that observed changes in individual disposition during participation in the YA programme allow it to be considered as a ‘lived experience’ for the participants. It is argued that Situated Learning theory and the Community of Practice concept are useful analytical tools through which to make sense of the learning processes in which the YA students engage.

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Shen, Fu-Yuan. "Narrative strategies in Robert Cormier’s young adult novels." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1135277215.

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Biersteker, Susan. "Outcomes of Transition to Adult HV Care in Perinatally HIV-infected Young Adults." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3041.

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Transitioned perinatally HIV-infected patients may be at increased risk for poor outcomes, yet the impact of transition and of transition programs on health are not well understood. This research examined: (1) post-transition mortality, (2) engagement in adult HIV care, (3) transition experiences, and clinical and sociodemographic influences, including transition program exposure. Data were collected from patients who had transitioned from a Florida pediatric clinic to adult HIV care between January 2003 and September 2012. Post-transition mortality and care engagement were assessed in a retrospective analysis of medical record data. Fisher exact and Kruskal-Wallis tests were used for significance testing. Risk ratios (RRs) were calculated to assess strength of associations. Stratified analysis controlled for confounding. Transition experiences were examined in a mixed-methods study, with qualitative data from a computer-assisted survey subjected to thematic analysis. Of 51 transitioned patients, nine (18%) had died by May 2014, five (56%) in the first post-transition year. Of 42 survivors, 33 were eligible; 27 (82%) provided consent. Post-transition mortality was high, particularly in those severely immunosuppressed (CD4 count <100/mm3; RR =6.0, 95% CI =1.88-19.19 [P=.005]) at transition. When controlled for CD4 count, employment was associated with decreased (adjusted RR= 0.19; 95% CI=0.04-0.88 [P=.02]), and high school non-completion with increased (adjusted RR= 3.0; 95% CI=1.37-6.40 [P=.07]) mortality risk. The number of kept HIV appointments decreased from last pre-transition (Median = 5, IQR 4-6) to first post-transition (Median = 2, IQR 1-10; P=.002) year; the proportion of poorly engaged increased from 3% to 35% (P=.006), with no significant changes between first and second post-transition years. Non-Hispanic black and low-income participants were less likely to be regularly engaged in adult HIV care one year post-transition. Transition program exposure did not significantly affect mortality or care engagement. Most of 27 received transition services, but 59% had trouble doing well in adult care. Needs for patient-centered care, with caring, personal patient-provider relationships and accessible HIV care, characterized post-transition experiences. This research suggested that transitioned perinatally HIV-infected young adults are at risk for poor health outcomes. Systematic programs using a socio-ecological framework to include multi-level interventions and post-transition support may improve outcomes.

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Jewkes, Cary Rich. "Changing the Narrative: The Educational Power of Reading Young Adult Literature." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1029.

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We are what we read. People read for many different reasons and outcomes. We may read for information, affirmation, escape, or inspiration. We may read to get in a better mood. Various studies have shown that readers are more apt to be empathetic, to understand that their experience is not the only experience. Through Scholarly Personal Narrative, I trace my own evolution of reading and my curious preference for Young Adult (YA) literature. Contemporary YA literature offers a unique combination of viewpoint, emotion, and transportation which allows for a deeper understanding of diverse backgrounds, and I explore whether a program of purposeful choices can influence perspective.

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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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Hocker, Tami. "A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636467.

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ABSTRACT This study?s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant differences in the treatment group?s pre-to post-test perceptions in all three math domains (p < .001) Comparison between the experimental and control groups were conducted, revealing significant differences between the two group in all three domains of math. These results point to the effectiveness of the experimental curriculum and instructional techniques to positively impact students? perceptions of Math Mindset, reduction of Math Anxiety, and improvement in View of Math. Keywords: [mindset, mathematics, math anxiety, view of math, math curriculum, education, at-risk]

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DeLuca, Haylee. "The Developmental Competence of Young Adult Adoptees." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153132579637419.

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Lee, Hee Woo. "The development of a mission education program for new church members in the adult and young adult age groups." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Moyer, Deirdre Lynnett. "Racial and Cultural Etiology of Body Satisfaction Among Obese, Young Adult Women." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6250.

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Obesity, a public health issue in the United States, has been linked to numerous chronic diseases. A gap exists in the literature related to racial and cultural etiology of body satisfaction for obese women. The purpose of this qualitative phenomenological study was to describe the racial and cultural etiology of body satisfaction for obese Black women and White women residing in a rural area of the state of North Carolina. Social comparison theory provided the theoretical underpinning for this examination. The central research question was how do obese, young adult Black women and White women describe their perceptions about and experiences of the racial and cultural etiology of their body satisfaction. One-on-one interviews were used to collect data from 6 obese young adult women (3 Black women and 3 White women) between the ages of 18 and 29 years residing in a rural area of North Carolina. Braun and Clarke's 6-phase method for thematic analysis was used to analyze the data. Six themes emerged from the data analysis: (a) Black participants viewed the media through a lens of body positivity, (b) White women related media influences as confrontation with the media, (c) Black women related peer influences to include shaming and denial, (d) White women viewed peer influences as including negative comparisons and positive examples, (e) Black women related family influences to include normalizing obesity, and (f) White women related family influences as including one welcoming the outcast. The results of the study foster positive social change, as deeper understanding of racial and cultural differences regarding body satisfaction of Black women and White women could lead to positive body image and greater body satisfaction among these groups.

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Purcell, Kathleen R. "Help wanted| Perceptions of employment by young adults with autism and their parents." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581782.

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There is a distinct employment gap between disabled and non-disabled young adults with disabilities. Unemployment numbers are even higher for adults with autism. Recent statistics show Autism Spectrum Disorder is the fastest growing developmental disorder. The problem this dissertation addressed is the perceptions of employment experienced by young adults with autism and their parents. The literature review was perceived through the lens of a social justice view and disability theory. The review summarized overviews of special education policies, autism, and employment.

The purpose of this research was to give voice to the autism community through a qualitative single case study with multiple participants. Six high school graduates between the ages of 18-24 and their parents participated in individual semi-structured interviews. Questions were asked about participants' perceptions of the employment journey and perceptions of services received through the Individualized Transition Plan. Four participants made their Individualized Education Plans, Individualized Transition Plans, and psychological reports available.

Four themes emerged from the data collection: impact of autism on employment, social skills training, disclosure and self-advocacy, and expectations of students and parents about teachers. Data implied that a majority of young adult participants did not feel their disability would affect employment, whereas most parents believed autism would negatively impact future employment. Participants did not correlate social skills training to successful employment. No participants had a full understanding of the importance of self-disclosure or clear understanding of workplace accommodations. Half of parent participants were pleased with how their school districts serve students with disabilities, while the other half felt services should be continued, regardless of cost. The data led me to make several implications and recommendations.

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Best, Gretel A. "Young adult development perceptions of God and perspectives on parenting /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Kim, Yong Seok. "Developing a training program for producing young adult leaders through the education of mentoring." Fort Worth, TX : Southwestern Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.049-0496.

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Valdez, Marina. "Ethnic Identity, Womanist Identity, and Young Adult Latinas’ Safe Sex Practices." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12023.

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xv, 142 p. : ill. (some col.)
Young Latina women are at risk for unwanted pregnancy and sexually-transmitted infections. Researchers have suggested that factors such as self-efficacy and relationship power dynamics may contribute to difficulty in negotiating safe sex practices. For women in heterosexual relationships, the most common prevention practice--condom use--requires partner cooperation. Sociocultural variables related to gender role socialization can adversely affect a woman's ability to negotiate condom use. I developed and tested a model of sociocultural predictors of Latina women's safe sex practices. The predictors included ethnic identity, acculturation, womanist identity, gender role attitudes, sexual self-efficacy, and sexual relationship power. I surveyed 210 young adult Latina women via an online survey that was disseminated across the United States via social networking websites and email. I used path analysis to investigate the fit of the hypothesized model with the data, first to predict condom use and second to predict sexual history exploration. Results indicated that the hypothesized model predicting the safe sex practice of exploring a partner's sexual history had a good fit to the data, whereas the model predicting condom use did not provide an adequate fit to the data. These findings suggest that young adult Latinas' exploration of a partner's sexual history is more likely to occur when women have stronger ethnic identity and womanist identity, more egalitarian gender role attitudes, and higher levels of partner dominance and control in their relationship. The model accounted for 16% of the variance in sexual history exploration. Although the variance explained was low, this model is still informative of the factors that contribute to sexual history exploration. Exploring a potential partner's history is an important aspect of safe sex practices that can have major implications for healthy sexual decision-making. Understanding an individual's cultural identity via ethnic and womanist identity, as well as considering sociocultural (e.g., gender role attitudes) and interpersonal (e.g., relationship power) factors, can inform prevention efforts that will contribute to safe sex behavioral outcomes. Other factors that may contribute to safe sex practice outcomes that were not accounted for by the models are noted. Implications for practice and future research are discussed.
Committee in charge: Dr. Ellen H. McWhirter, Chairperson; Dr. Linda Forrest, Member; Dr. Joseph Stevens, Member; Dr. Lynn Fujiwara, Outside Member

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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.

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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.

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Crist-Wagner, Keri J. "Tales of the Jir The Education of Esa Drumm." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1334850004.

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Lewkowich, David Derek. "Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121140.

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Using the lens of psychoanalytic theory, this dissertation explores the ways in which reading young adult literature in a social environment can foster a productive engagement with preservice teachers' desires, fantasies and anxieties in learning to teach. Set in the context of a Faculty of Education at a Canadian university, this qualitative study investigates, first, how the practice of talking about reading in a social environment can inspire preservice teachers to engage with the challenges of learning to teach. Secondly, this thesis considers how the reading of young adult literature enables readers to theorize their past in relation to their projected futures, and therefore, to complicate the typically unquestioned relation between adolescence and adulthood. In focusing on the psychic and cultural life of reading, this study explores the identifications and attachments that two reading groups of Bachelor of Education students held in relation to four works of young adult fiction. Students learning to teach inarguably occupy a psychically awkward zone, a difficult mental space that is further complicated through the interaction of personal histories, past educational experiences and projected anxieties and desires. In this study, the readers illustrate the depth of their literary identifications through strategies of projection and introjection, transferential attachment, idealization, linguistic displacement, and various excursions into memoried space. Through such strategies, these preservice teachers are able to explore the challenging nature of power dynamics in the classroom, the cultural meanings of teacher identity, the relationship of sexuality to literary engagement, the significance of student refusal and failure, the certainty of fallibility and regression in educational life, and the ways in which teachers express their expectations concerning adolescent behaviour.
En utilisant la théorie psychanalytique, cette thèse explore les manières dont la lecture de la littérature jeunesse dans un environnement social peut favoriser un engagement productif avec les désirs, les fantasmes et les angoisses des etudiants en formation à l'enseignement. Situé dans le cadre d'une Faculté de l'éducation dans une université canadienne, cette étude qualitative examine, tout d'abord, comment la pratique de parler de la lecture dans un environnement social peut inspirer les futurs enseignants à s'engager avec les défis de la formation à l'enseignement. Deuxièmement, cette thèse examine comment la lecture de la littérature jeunesse permet aux lecteurs de théoriser leur passé par rapport à leur avenir projetés et, par conséquent, compliquer la relation généralement incontestée entre l'adolescence et l'âge adulte. En se concentrant sur la vie psychique et culturel de la lecture, cette étude explore les identifications et les attachements émotionnels que deux groupes de lecture d'étudiants au baccalauréat qui s'est tenu dans le cadre de quatre œuvres de littérature jeunesse. Les élèves apprennent à enseigner occupant une zone psychiquement maladroit, un espace mental difficile qui est encore compliquée par l'interaction des histoires personnelles, des expériences éducatives passées et les angoisses et les désirs projetés. Dans cette etude, les lecteurs illustrent la profondeur de leurs identifications littéraires à travers des stratégies de projection et introjection, l'attachement transférentiel, l'idéalisation, le déplacement linguistique, et diverses excursions dans l'espace mémoire. Grâce à ces stratégies, ces futurs enseignants sont capables d'explorer la nature difficile de la dynamique du pouvoir dans la classe, les significations culturelles de l'identité de l'enseignant, la relation de la sexualité à l'engagement littéraire, l'importance de refus de l'élève et de l'échec, la certitude de la faillibilité et de régression dans la vie éducative, et les façons dont les enseignants expriment leurs attentes concernant le comportement des adolescents.

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Hare, Heather N. "Healing with Word: How Young Adult Literature Affects Incarcerated Adolescent Males." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1509535179731481.

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DiRisio, Deborah. "Non-Restrictive Environment After Age 21| Program Placement for Young Adults With Severe Developmental Disabilities." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682283.

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For students with significant disabilities, the process of transitioning from their secondary school setting to their post-secondary setting includes the exploration of potential adult settings. This paper explored the perspectives of secondary school personnel, as well as the viewpoints of personnel from St. Louis area post-secondary programs, as to the characteristics which determine adult program placement. State agencies that facilitate Person Centered Plans were also interviewed regarding viewpoints as to how secondary students with significant disabilities could seek and secure their most non-restrictive adult program placements. Research questions included: (1) How do the Missouri Alternative Frameworks utilized in secondary programming differ from the eligibility criteria utilized in post -secondary programs?; (2) How does the post-secondary eligibility process relate to the Missouri Alternative Frameworks Curriculum guidelines?; (3) What specific self-care skills and academic skills determine criteria for students with severe cognitive disabilities in post-secondary adult programs in the St. Louis area?; and (4) In addition to self-care and academic skills, what other factors determine student placement in post-secondary programs for the severely developmentally disabled within the St. Louis area? Revealed in this study was the importance of the development of lifelong relationships with post-secondary program organizations. Age, type of residence as well as the geographical location of residence, can be paramount to the applicants' skills or ability levels as adult program placement is determined for individuals with significant disabilities. Funding sources, as well as specific skill sets, were explored as they related to post-secondary clients achieving their most non- restrictive post-secondary placement.

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Hinton-Johnson, KaaVonia Mechelle. "Expanding the power of literature African American literary theory & young adult literature /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054833658.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains vii, 175 p. Includes abstract and vita. Advisor: Caroline Clark, College of Education. Includes bibliographical references (p. 160-175).

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Cholewa, Tymarah. "Young adult males' evaluation of their sexual health education : an enhanced critical incident technique analysis." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62884.

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The purpose of this study is to learn from young adult males what critical incidents of sexual health education (SHE) helped, hindered, and were wished for, regarding their personal understanding of their own gender identity and sexuality. With the dramatic disparity in sexual health outcomes between young men and women, it seems sexual health education is not as effective at increasing health seeking behaviours, preventing sexually transmitted diseases, or creating and fostering healthy sexual identity development for males as it is for females. Using the Enhanced Critical Incident Technique analysis (ECIT) eleven young adult males (ages 18-25) were asked what helped, hindered, and what they wished for from the SHE they received in British Columbia (BC) public schools. This was done to better understand how to better reach males in sexual health education. There was a total of 205 critical incidents (CIs), with 75 helping incidents, 58 hindering incidents, and 72 wish list items (WL). The CIs and WL items are organized into 13 categories that reached the required 25% participation rate (Borgen & Amundson, 1984): five helping categories, two hindering categories, and six wish list categories. The six helping categories are Harm Reduction, Normalization of the Male Body, Condom Demo, Anatomy and Function of Female Body, and Anonymous Question Box. The two hindering categories are Instructor and Delivery and Peer Influence and Behaviour. The six wish list categories are Gender Identity, LGBTQ Inclusive, Class Size, Continuous Education, Sex Positivity and Normalization, and Consent. The resulting data suggests that sexual health education that is continuous, sex-positive, skills-based, and is taught by a normalizing and comfortable instructor in a safe and confidential environment would be most desirable and engaging for young males.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Carrington, Selwyn A. B. "Ethnic Minority Young Adult Perspectives on Health Literacy Readiness for Adulthood." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6185.

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Health literacy is a social determinant of health and health disparity and low health literacy contributes to poor health outcomes in ethnic minority young adults (EMYAs). There is a gap in the literature regarding the health literacy readiness (HLR) of EMYAs transitioning to adulthood. The overarching research question concerned the perspectives of EMYAs on HLR for the transition to adulthood. A phenomenological study design was used with a theoretical framework that integrated concepts from the socioecological and health belief models. Twelve purposefully selected EMYAs ages 18-22 from a southern U.S. county participated in the study. Data were collected by telephone using semistructured interviews. The interview questions centered on EMYAs' self-assessed HLR for the transition to adulthood, attitudes and beliefs about HLR, barriers to and benefits from HLR, and facilitators of HLR for the transition to adulthood. Recorded data were transcribed and analyzed, spirally coded, and reduced into overarching themes. Three categories emerged: deficient acumen, access problems, and application challenges. Results showed that EMYAs viewed HLR as vital for the transition to adulthood, though 92% reported low HLR. EMYAs reported individual factors; available time and deficient knowledge; and social factors, family support, and deficient school education as influencing their HLR. The study findings revealed poor HLR in EMYAs but identified areas that can be targeted to improve HLR. Results may contribute to positive social change by providing health educators with knowledge they can use to enhance community health engagement strategies and develop culturally sensitive interventions aimed at improving HLR in EMYAs.

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West, Craig K. "Agency and Education: A Critical Discourse Analysis of the Rhetoric of Agency and Formal Education in Young Adult Literature." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504798010232269.

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Reese, Jill Alyse. "Adult Identification of Meaningful and Intentional Music Behaviors Demonstrated by Young Children." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/148944.

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Music Education
Ph.D.
The purpose of this research was to investigate how adults identify music behaviors of young children in play-based early childhood settings. The research questions were (1) Are there statistically significant effects of training, parental status, or direction condition on the number of individual musical acts identified by adults? (2) How does response latency vary based on training, parental status, and direction condition? (3) Of the music acts identified by the subjects, what types of music acts are identified as consensus acts (those identified by 75% of subjects or more within any three-second window)? and, (4) How do consensus acts differ with regard to type, frequency, and difficulty? Seventy-two adults (24 child development teachers, 24 early childhood music teachers, and 24 musicians) participated in the study. Of the 24 subjects in each group, half were parents, and half were nonparents. Subjects were randomly assigned equally to two direction conditions: Meaningful Direction Condition and Intentional Direction Condition. Subjects watched video of young children (five to fifteen months old) and adults interacting musically in a play-based early childhood setting. Subjects in the Meaningful Direction Condition pressed the space bar on a computer when they thought any child in the video demonstrated a meaningfully musical behavior; subjects in the Intentional Direction Condition pressed the space bar when they thought any child in the video demonstrated an intentionally musical behavior. When each subject pressed the space bar, a computer program recorded time stamp data. Subjects in the Early Childhood Music Teacher (ECMT) group identified significantly more music behaviors than subjects in the Child Development Teacher (CDT) group and the Musician group. There were no significant differences in the total number of music behaviors identified according to parental status or direction condition. Subjects in the ECMT group agreed statistically significantly more often than adults in the CDT group and the Musician group that behaviors demonstrated by children in the video were music behaviors. Adults in the Parent group agreed statistically significantly more often than adults in the Nonparent group that behaviors demonstrated by children in the video were music behaviors. When adults identify consensus acts, young children's music behaviors contain common features: beat-related movements and vocalizations. Adults in the ECMT group agreed significantly more often than adults in the CDT group and the Musician group that vocalizations demonstrated by young children were music behaviors. Adult ability to identify music behaviors as measured in this study is dependent upon musical training and experience, but not solely. Specialized early childhood music pedagogy may help adults identify behaviors (especially vocalizations) demonstrated by young children as music.
Temple University--Theses

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Kim, Eun. "A soft skills training program for youth and young adults to increase their future employment opportunities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600058.

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Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.

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Baker, Matthew John. "Phobic, fearful or refusing? : exploring adult constructions of young people's extended non-attendance and their impact on the young person's lifeworld." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383456/.

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Eugene, Pierre Ph D. Lucien. "Psychosocial Impacts on Young Adult Haitian Immigrant Students in the United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5700.

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Abstract Many young adult Haitian immigrant students (YAHIS) move to the United States hoping to achieve better lives. This growing population faces many challenges when acculturating to a new country and educational system. Some obstacles include inadequate family and social support, language barriers, limited education, distinct cultural values, a lack of academic materials, a shortage of Haitian teachers, and inadequate educational programs. These psychosocial factors often prevent Haitian immigrants from succeeding in U.S. schools. This study explored YAHIS' experiences of acculturation and education as they relate to these psychosocial factors. Qualitative phenomenological techniques, guided by Adlerian theory, revealed the assumptions, meanings, and feelings of the study participants via in-depth, semi-structured interviews with 10 YAHIS. Key findings included the identification of common themes regarding critical factors for academic success: (a) family support; (b) role of culture; (c) educational opportunities; (d) challenges of acculturation; (e) questioning of self-identify; and (f) personal attitude. These findings may inform schools, universities, and professionals who seek to assist YAHIS acculturate and succeed in the U.S. educational system. The study findings may facilitate positive social change by enabling scholars, school psychologists, educators, and family members to help YAHIS integrate into U.S. society, succeed in education, and contribute to their communities. Specifically, results suggest that administrators must provide increased transparency regarding access to education in the United States and additional information about the registration process to ensure YAHIS acculturate and have all necessary support to succeed in higher education.

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Clifford, Jane. "Religion in the life of the young adult at University College Cork : an investigation." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:4244.

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This study attempts to investigate religion in the life of the young adult at University College Cork (UCC). It aims to ensure that pastoral ministry is based, not on guesses and assumptions, but on ascertained facts. The study is underpinned by historical, theological, psychological and sociological factors. It traces the provisions made for religion during each phase of its history as a nondenominational college. The contention is that religion arises from the nature of human beings in their capacity to relate to the mystery of God and the need to express this through organised religion in accordance with the culture. Expectations in relation to religion are informed by the psychological understanding that religious faith is not a constant through life. Young adult students are subject to the transitions which are typical of that stage of development. Account is taken of the effect on religion of the rapid changes in Irish society in the second half of the twentieth century. A multiple triangulation research design, consisting of a survey, depth interviews and participant observations, was used in the investigation. The survey was carried out by means of a postal questionnaire, administered to a systematic sample of students in the 18-23 year age group during the 1996/97 academic year. It examined student priorities, membership of religion, public worship, private prayer, charitable works, beliefs and moral values. The data were analysed using simple frequencies, descriptive statistics, cross-tabulations, ANOVA and T-tests. Further insights were obtained by means of twenty depth interviews and by the observations of the researcher. These strands were interwoven in creating a canvas on religion in the life of the young adult at UCC. Interested parties are challenged to a new approach to religion as UCC makes its transition from a college to an institution of full university status.

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Chaparro, Onorio. "Flip the script| Identifying sex scripts among young adult males at Christian cultural center." Thesis, Nyack College, Alliance Theological Seminary, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161700.

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Performance-based identity and sexual scripts play a critical role in shaping the masculine identity of young adult Christian males, undermining their spiritual formation. Young men’s perceptions of, and interactions with, family culture, non-Christian peers, and society at large further intensify the impact of these scripts. The negative results of these influences include a license for premarital sex, the delay of marriage, and a view of manhood inconsistent with the good news of salvation by grace through Christ Jesus. Through interviews with eleven young adult men these scripts were identified and labeled to capture the characteristics of these sexual narratives. Eight scripts were discovered and named such as Stud, Venus, C.R.E.A.M, and Bachelor Pad among others. For instance, the Stud script is a young man who has achieved experiential wisdom and self-confidence from having lost his virginity. Most Studs typically experience a time of high sexual activity before moving into monogamous sexual relationships. The benefit of being initiated into the script removes any regrets from having engaged in premarital sex even though most were only teenagers. Ironically entry into the status of Stud occurred through the initiation of a Venus. Venus describes the assertive young lady, for most a fellow teenager, who was the co-initiator in the loss of virginity. Venus however was not a one-time sexual relationship but also the description of the sexual desires and expectations of their female counterparts.

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Quinn, Megan, Shimin Zheng, Hadii M. Mamudu, Martin Whiteside, and James L. Anderson. "Adolescent and Young Adult Cancer in Tennessee: An Overview of Findings." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/87.

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Adolescents and Young Adults (AYAs) ages 15-39 years with cancer have received little attention in the health field, resulting in a lack of progress. The purposes of this study were to use the Tennessee Cancer Registry for all new cancer cases from 2004-2008 to determine the main types of cancer that affect AYAs in Tennessee and understand if there were any cancer types that warranted additional investigation. A total of 8,097 cancer cases were diagnosed in AYAs in Tennessee from 2004-2008. The main types were breast, melanomas, thyroid, lymphomas, and testicular, accounting for over 50% (N=4,269) of cancers in the sample. The incidence of melanoma and thyroid cancer was higher in Tennessee compared to the United States, deserving further examination. In Tennessee, females were significantly more likely to be diagnosed with melanomas (AIR 14.01, 95% CI 12.96-15.06) and thyroid cancers (AIR 13.39, CI 12.37-14.42) compared to males (AIR 8.08, CI 7.28-8.88 and AIR 3.50, CI 2.98-4.03. Regression models were used to further analyze melanoma and thyroid cancers, specifically looking at predictors of late stage diagnosis and treatment types, respectively. Individuals with government insurance were eight times (OR 8.41, CI 3.04-23.27) more likely to be diagnosed with late stage melanoma when compared with private or other types of insurance. Individuals diagnosed with regional or distant stage thyroid cancer compared to localized stage were three times (OR 3.01, CI 1.84-4.94) more likely to have a total thyroidectomy. These data suggest the need for additional cancer prevention and control efforts geared towards AYAs.

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Padilla, Perez Carol Isabel. "Navigating Borders: Identity Formation and Latina Representation in Young Adult Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499859833963717.

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Löve, Jesper. "Contemporary aspects of health and performance among young adult women and men in Sweden /." Göteborg : Institute of Medicine at the Sahlgrenska Academy, University of Gothenburg, 2010. http://hdl.handle.net/2077/21941.

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Minter, Kristin. "Effect of Physical Activity Frequency on Body Image Among Young Adult Women." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3905.

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Approximately half of all female adolescents and young adults suffer from body dissatisfaction and, in turn, body image-related health concerns. Poor body image can contribute to various negative health behaviors including low self-esteem, depression, anxiety, eating disorders, and suicide. Research indicates a positive relationship between physical activity and self-esteem, and between self-esteem and body image. However, a paucity of research examines the effect of physical activity frequency on the body image of young women with two-like body compositions, as measured by body mass index (BMI). Based on self-discrepancy theory, self-schema theory, and the health belief model, this quantitative study explored the difference in body image in 18- to 20-year-old females within similar BMI categories who differ in physical activity frequency. A survey design was employed to measure BMI and physical activity frequency, the independent variables. Body image was the dependent variable. Participants were 161 females between the ages of 18 and 20 years who were grouped into a BMI category of overweight, normal weight, or underweight based on self-reported height and weight. Participants completed a survey on physical activity frequency and body image from 2 previously developed instruments: rapid assessment of physical activity and body image states scale. An analysis of variance indicated that physical activity frequency significantly affects body image among women in the overweight category, and indicated a positive relationship between physical activity frequency and body image. Findings could promote physical education programs and other organized physical activity programs in communities, and in turn, improve body image within young adult females.

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Russell, Rhonda L. "Independent Living Transition Assistance for Young Adults Who Have Special Needs." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/94.

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Independent Living Transition Assistance for Young Adults Who Have Special Needs. Rhonda L. Russell, 2016: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: special education, disadvantaged youth, economically disadvantaged This research focused on young adults who have disabilities and their transition and career planning for post-secondary life. The study sought to identify best practices in transition planning, transition planning services, and to determine the types of resources and support needed by young adults who have disabilities. For youth who have disabilities, the transition to adulthood is extremely challenging. Policies, systems, and services tend to be uncoordinated or fragmented, and youth who have disabilities and their families lack the information needed to navigate the transition successfully, which limits opportunities for full participation in adult life. It was concluded from the study results that transitioning from secondary education programs to post-secondary education or training programs and employment is most aided by (a) positive support from family, (b) the introduction of transition services early in the young adults’ secondary education experience, and (c) young adults availing themselves of services provided by disability service agencies such as job skill development, self-advocacy training, independent living, etc. Additionally, it was concluded from the study results that maintaining employment is as equally challenging as is obtaining employment. Interview respondents reported facing challenges such as discrimination and compromised privacy. Impediments to transition included low self- esteem, independence discouraged by family members, limited transportation, access to services, and limited knowledge about available services. Recommendations to expand the use of rehabilitation and employment services included interagency collaboration and innovative marketing approaches.

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Irion, Katherine Ann. "A Case Study: Incorporating Young Adult Literature into General Education To Improve Intellectual and Emotional Intelligence." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7023.

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Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be the rationale for including a course in young adult literature as part of the general education curriculum?" The findings of this case study suggest teaching YA literature as a GE course benefits students' emotional and intellectual intelligence. Drawing on observations, interviews, students' work, and students' reflections, analysis concludes that young adult literature has the ability to be used in a university general education class to successfully teach intellectual abilities and to impart and improve emotional intelligence.

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Samaila, Daniel. "Living Arrangements, Referral Source and Young Adult Admissions to Drug Treatment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6660.

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Abuse of painkiller drugs and non-medical use of drugs among young adults continues to be a public health crisis in the United States. Living arrangements and source of treatment referral were considered as the social context that could contribute to increased admissions to treatment for drug abuse. The purpose of this study was to examine the relationship between, independent living arrangement, the principal source of referral, and abuse of opioid, heroin, and cocaine. Steered by the conceptual framework of the biopsychosocial model, this study used the data from the 2015 Treatment Episode Data Set: Admissions managed by the Substance Abuse and Mental Health Services Administration. Multiple logistic regression analyses were performed to test the hypotheses regarding a predictive relationship between independent living arrangement, the principal source of treatment referral, and admissions to treatment for abuse of opioid, heroin, and cocaine. The results showed a significant association between the source of treatment referrals and independent living arrangement, and the increased odds of admissions for prescription opioids use disorder, heroin use disorder, and cocaine use disorder among adults aged 18-34 living in the United States. The implication for positive social change included a need for a targeted treatment and other intervention programs for young adults' users with associated higher-risk treatment referral categories and exposed to neighborhoods factors and health-risk behaviors in reducing the crisis of drug abuse in the United States.

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Albornoz, Judith. "The New Jersey Youth Corps at Jersy City State College : a case study of urban young adult dropouts in a successful second-chance program /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12025537.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Issued also on microfilm. Includes tables. Sponsor: Franceska Smith. Dissertation Committee: Kathleen Loughlin. Includes bibliographical references (leaves 235-245).

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Chrisman, Alyssa. "“And We Weren’t Alone”: Portrayals of Obsessive-Compulsive Disorder in Young Adult Literature." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491942992382162.

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Anderson, Donald P. "Rapid physical development and maturation, delayed behavioral maturation, and single birth in young adult Callimico: a reproductive strategy." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342630196.

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Wamsley, Dorothy Katherine Davis. "Adolescent Self-Concept: An Analysis and Comparison of Selected Young Adult Fiction and Current Theories of Adolescent Psychology." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392047141.

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Garcia, Rocio Janet. "BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/778.

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This thesis considers the use of Young Adult Chicana Literature in the classroom to help young Chicanas work through their process of finding their identities. It begins by making the case that Chicana identities are complex because of their intersectional borderland positioning between Mexican and U.S. American cultures, which makes the identity formation process more difficult for them than others. By relating these complex issues facing young Chicanas to literature that is more relevant to them and their struggles, it is argued that teachers can help ease some of the tensions that exist within their students and help them work more easily through the identity issues they may be facing. This text engages in an analysis of two pieces of Young Adult Chicana Literature, Sandra Cisneros’ The House on Mango Street and Isabel Quintero’s Gabi, A Girl in Pieces, through the critical lens of autohistoria-teoría to argue that because the forms of these novels follow this pattern of theorizing through experience and reflection, they can be of critical assistance in helping young Chicanas work through their own experiences and issues. Finally, this thesis moves into my own autohistoria-teoría in which I reflect on my own experiences with the identity formation process and how recognition of myself in literature played a critical role in my own process, and how the overwhelming lack of this type of literature stunted my identity formation process.

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Dissertations / Theses on the topic 'Adult and young education'

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