Dissertations / Theses: 'Education for Young and Adults'

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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.

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譚靜儀 and Ching-yi Maureen Tam. "A social education group for the mentally handicapped young adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31247982.

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Tam, Ching-yi Maureen. "A social education group for the mentally handicapped young adults /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.

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Hall, J. (Joshua). "Understanding informal online learning and identity through young adults’ narratives." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201701131077.

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This thesis attempts to get a closer look at informal online learning and identity through the narratives of young adults. The primary research question is this: how and what do young people — the so-called “digital natives” of 2016 — tell about their experiences with informal online learning and related identities? From a theoretical perspective, this work falls under the social constructivist paradigm in so far as it tries to understand and analyze highly individual, socially constructed knowledge. This paradigm is discussed in the thesis’s theory chapter, along with the two central topics of the thesis: informal online learning and identity. Four participants from the USA of roughly university age were interviewed for this project. Narrative data from the interviews was analyzed using a two-step approach. In the first step, the researcher reconstructs the participants’ key narratives in orientation to the research question. In the second step, thematic coding was used to isolate parts of the narratives that served to directly answer the research question. The fifth and sixth chapters present the findings of this analysis, i.e. the individual narratives of the research participants and thematic analytical discussion (thereby mirroring the two-step analytical method). The research found that the participants had conflicted views of themselves as “learners” when discussing their online identities. They nonetheless used informal online learning tools to access the things that mattered most to them, both in supplement to and outside of formal learning contexts. The participants also tended to value hands-on and independent learning, which they found more applicable to informal online learning than to offline formal learning. Further considerations are discussed in the seventh chapter, including trustworthiness and ethics in this research. Concluding remarks are offered in the final chapter, including suggestions for further research. In particular, further research needs to get at informal online learning’s relation to learning identity and critical media literacy. This thesis also highlights the need for qualitative research that takes the voices and experiences of students into account.

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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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Kramer, Michaela M. "The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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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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Tarinelli, Dominic Richard. "The Predictors of Obesity in Young Adults." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/505.

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Obesity is becoming an increasing health concern for young adults. There have been numerous studies on the potential predictors of obesity. However, few studies have researched the predictors of obesity in young adults. Guided by the health belief model, this quantitative cross sectional study investigated the potential predictors of obesity in young adults. The 2011 Behavioral Risk Factor Surveillance System was used to gather data on the potential predictors of obesity, including physical activity, health care coverage, excessive alcohol consumption, and demographic characteristics on 1,511 young adults, aged 18-34 years, who were living in New York State. Data were analyzed using a combination Pearson correlation and multiple regression analyses. The findings on physical activity were statistically significant and revealed that physical activity had the strongest association to young adult obesity. The study provides information for public health professionals that can be used to develop more effective obesity interventions targeting young adults. The implications for positive social change include improving young adult health through the reduction of obesity rates and the promotion of physical activity.

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Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities." Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.

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Philip, Kate. "New perspectives on mentoring : young people, youth work and adults." Thesis, University of Aberdeen, 1997. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=124205.

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This study sets out to examine the process of mentoring in relation to young people and youth work. It takes a qualitative approach to examining mentoring from the perspectives of the participants, both young people and adults. Techniques employed include group interviews, and in-depth individual interviews. The investigation focuses on informal mentoring processes within youth settings. The predominance of the 'classic' model of mentoring is challenged as are the underlying constructions of young people as 'unfinished'. A purposive sample was drawn from a wide range of rural and urban youth groups in the North East of Scotland. 200 young people took part in a series of group interviews (n=120 young women, n=80 young men). A sub-sample of 30 was drawn from this and interviewed individually. 21 from the sub-sample were interviewed again, approximately six months apart. A further sample of 30 adults was interviewed, 13 of whom had been identified by young people while 17 were youth workers whose remit included a mentoring element. Flexible interview frameworks were used as a guide for discussion and the interviews were largely informal and unstructured. From these interviews a number of forms of mentoring were identified. These suggest that young people experience a diversity of styles of mentoring. Related to this a number of ecological factors (e.g. gender identity, early pregnancy) influence these different forms. Common to both these dimensions were distinctive processes of mentoring which were considered to be salient by both young people and adults. Thus it is proposed that mentoring is more accurately described as a set of processes within a relationship rather than a relationship per se. These processes in turn are intimately linked to the outcomes of mentoring which contribute to a unique form of cultural capital (Bourdieu, 1973). An attempt is made to theorise mentoring more adequately and in particular to take account of the perceptions and perspectives of mentees and mentors.

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Wen, H. (Huifang). "Understanding young adults’ perception of their childhood bullying and victimization:a phenomenological research." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805101736.

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Childhood bullying, and victimization is a worldwide issue in the field of education. We now through research that bullying has longitudinal negative influences upon former victims’ psychological, physical, and economic circumstances decades after the incidence of childhood bullying. However, not enough studies have been conducted to address these longitudinal unfair experiences, including the study of the underlying reasons of its longitudinal continuity upon victims and trans-generational potential through social cognitive theory. Neither has there been enough research focusing on the victims’ perspective, to explore their current cognition of childhood bullying experiences and to find proper guidance and treatment for their PTSD symptoms. Different from previous quantitative studies which reveal the longitudinal psychological consequences correlating their childhood bullying suffering through specific variables, this qualitative research is aimed at giving victims a voice regarding their individual experiences and present a holistic picture of how individuals experienced bullying in childhood and furthermore exploring how can victims empower and heal themselves through cognitive restructuring. Phenomenology is employed to explore and present the subjective reality of their lived experiences. This study examined 7 young adults, aged between 26–30 years, who presently study in the University of Oulu and shared the experience of bullying in childhood. The data was collected through semi-structured interviews with snow-ball sampling method was utilized to search for participants accurately and reliably. Despite the different cultural backgrounds, all research participants demonstrated similar types of experiences with comparable symptoms. In my research, bullying victimization is found as a dynamic and reciprocal process during which the victims internalize and reinforce the distorted cognition and automatic thoughts and become emotionally consumed, psychologically tormented, and physically paralyzed to fight back. The mechanism of re-victimization may lie in the continuity of the internalized incorrect cognitions. In this research moral dilemma, Stockholm syndrome, and societal convention that bullying equals “competitive selection” were discussed for future research. Social cognitive theory is applied to analyze the data, while cognitive behavior therapy is recommended to restructure the former victims’ automatic thoughts and distorted cognitions. This research may contribute to academic discussion on the cross-contextual and trans-generational continuity of bullying re-victimization and bullying intervention program.

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Sun, Li Wei. "Relations between Sibling Relationship Quality and Romantic Competence among Young Adults." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505225/.

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A primary task of adolescence and young adulthood is to form and develop healthy romantic relationships. While the importance of sibling and romantic relationships have been examined separately, only recently have researchers begun to explore links between the two. The purpose of the present study was to investigate the connection between romantic competence and sibling relationships, especially sibling warmth and sibling conflict, as well as the role of sibling gender constellation in college-aged young adults. This study aimed to examine (a) whether there is an association between sibling relationship quality, such as sibling warmth and sibling conflict, and perceived romantic competence, and (b) the role of sibling gender constellation on the relationship between sibling relationship quality (sibling warmth and sibling conflict) and perceived romantic competence among undergraduate students. Correlation analyses indicated there was no statistically significant correlation between sibling warmth and perceived romantic competence (p > .05), whereas sibling conflict was statistically negative correlated with perceived romantic competence (p < .01). While sibling gender constellation did not have an interaction effect with sibling conflict on perceived romantic competence, which means sibling gender constellation did not have a moderating effect on the relationship between sibling conflict and perceived romantic competence. Limitations and applications of the present study were also discussed.

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Omoalako-Adesanya, Caroline Oluwatosin. "Perspectives of Young Adults Toward Tobacco Use." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2419.

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Conditions related to tobacco use constitute the single most preventable cause of death in the United States. Approximately 443,000 U.S. adults die each year from smoking-related illnesses. During young adulthood, social and behavioral changes occur; experimentation with tobacco products such as cigarettes is common and may lead to a habit of smoking. A gap was identified in the literature on the perceived impact of family communication on young adults' decisions regarding smoking. The purpose of this descriptive phenomenological study was to address this gap by gathering information on the perspectives of young adults toward tobacco use. Fifteen young adults aged 18 to 26 from the northeastern region of New Jersey who were currently engaged in the use of tobacco products participated in open-ended interviews. Research questions were designed to investigate young adults' views and perceptions regarding cigarette use and to explore information regarding how smoking-related communication received from family members influenced young adults' decision to smoke. The theory of planned behavior and social learning theory provided the theoretical underpinnings and consistent themes by young adults from the study. Van Manen's data analysis strategy demonstrated thematic reports from young adults that behaviors, habits, attitudes, communications, including verbal and nonverbal cues and practices are learned from their parental figures in the home environment. Recommendations for future research include exploring young adults from other geographical locations regarding their perspectives toward tobacco use. This study may promote positive social change for the public and health practitioners by providing insight on family interactions regarding smoking behaviors for young adults..

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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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Fullarton, Stephanie. "A case study of school experiences for successful young adults with learning disabilities." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27360.

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The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner, 1996). Some studies show that for those with learning disabilities, involvement in academic programs in high school is related to post-secondary academic success (Blackorby & Wagner, 1996; Baer et al. 2003). Likewise, involvement in school-to-work programs while in high school increased the opportunities for attainment of competitive employment (Benz et al. 1997; Baer et al. 2003). However, there are also some studies that have shown that school programs did not contribute to successful adult outcomes and that factors related to the environment and to the individuals themselves were better predictors of post-secondary school success for those with learning disabilities (Raskind et al. 1999; Gerber et al. 1992). Gerber et al. (1992) created a 'Model of Success' which states that success is a function of the degree of control attained by the person with learning disabilities and that individual and environmental factors predict success for individuals with learning disabilities. This qualitative study used a constructivist conceptual framework. A constructivist conceptual framework refers to the social construction of knowledge by participant and researcher. To understand the participants experience through their own perspective, it becomes the researcher's responsibility to dissolve personal preconceptions and to try to understand the experience from the participants' point of view. A phenomenological strategy was used with a case study method. The phenomenon under investigation was the experience of living with a learning disability and four case studies were employed to investigate this phenomenon. Therefore, the purpose of this research was to investigate the experiences of individuals who have learning disabilities who received accommodations while in school. Emphasis was placed on the participants' school experiences and reflections on those experiences as well as the individual characteristics and environmental conditions, all of which have acted as facilitators or barriers to their post-secondary school outcomes. Specifically, inquiries into employment opportunities, post-secondary education and independent living outcomes helped to determine the conditions related to success among individuals with learning disabilities in adult life. The findings from this study show that early identification and remediation are important in enabling the individual: time for advocacy, remediation, accommodations and general adjustment to their learning disability. Progress was made during elementary school but the lack of services offered in secondary school produced negative experiences for the participants. University offered the individuals control over what and how they learned. As well, the support available to them enhanced their university experiences and facilitated successful outcomes. (Abstract shortened by UMI.)

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Garwood, Simone Patricia. "Young Adults' Perceptions of High School Graduation Success and Long-Term Juvenile Incarceration." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1458.

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Officials in the juvenile and public education systems are working to address the education gap for incarcerated juveniles and to implement turning point programs. The purpose of the phenomenological study was to understand the lived experiences of previously incarcerated young adults and their perceptions of graduation success and long-term juvenile incarceration. Bronfenbrenner's ecological theory, Ryan and Deci's self-determination theory, Merton and Agnew's general strain theory, Homan's theory of exchange, and life course theory informed this study. Research questions were developed to understand the experiences and perceptions of young adults related to graduation success during or after juvenile incarceration. Convenience, purposive, and snowball sampling techniques were used to identify 10 young adults who experienced juvenile incarceration and completed high school with a high school diploma or GED. In-depth interviews were conducted to understand the participants' lived experiences and how they were able to overcome their challenges and succeed academically. A combination of a priori and open coding was used to support inductive analysis. Eight themes were identified: challenges of incarceration, support systems, overcoming patterns, turning points, juvenile justice staff, advice to other young offenders, experiences of incarceration, and graduation success. Recommendations include enhanced training for staff members in schools and facilities and conducting a follow-up study to assess the continued success of young adults in this study. Positive social change contributions include identifying ways incarcerated juveniles can be reengaged in schooling and continuing education to decrease recidivism and enhance productive citizenship.

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Choi, Moonsun. "Development of a Scale to Measure Digital Citizenship among Young Adults for Democratic Citizenship Education." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437610223.

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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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Rainwater, Latonya. "Perceptions of Coping Strategies of Young Adults Who Were Bullied as Youth." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6738.

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Victims of childhood bullying often use passive coping strategies and experience depression, substance abuse use, anxiety, and suicidal thoughts. The purpose of this qualitative phenomenological study was to examine adults' lived experiences of coping methods they used as victims of bullies during adolescence. Lazarus and Folkman's transactional theory of stress and coping provided the framework for the study. Semi-structured interviews were conducted with 11 young adults who were bullied as adolescents. Coding analysis indicated 7 emerging themes for coping: confrontation, self-controlling, seeking social support, accepting responsibility, escape-avoidance, problem-solving, and positive reappraisal. Participants reported that some coping methods were perceived as effective. The results suggested that self-support and the support of friends and family were key factors in overcoming childhood victimization. Findings may be used by parents, teachers, counselors, and community members to assist bullied or at-risk adolescents in developing coping methods to support their ongoing personal development.

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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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Siebenaller, Angela D. "Differences in Dietary Intake and Physical Activity Patterns Among Young Adults." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268223353.

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Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.

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Klym, Lucy Ellen. "Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3695.

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In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support.

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Pulis, Stephen James. "Spiritual vitality of Assemblies of God post-high school young adults." Thesis, Assemblies of God Theological Seminary, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689604.

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The purpose of this research was to develop the components of a theory for retention of young people after their high school years by examining the factors that contribute to continued spiritual vitality in Assemblies of God (AG) post-high school young adults. Data was collected from a stratified sample of ninety-five young adults in the United States during their senior year of high school in 2011 and two years later in 2013. In line with research by the Fuller Youth Institute (FYI), continued spiritual vitality was operationalized by using the Religious Behavior Scale, the Religious Identity Scale, and the Risk Behavior Scale. The results identified nine elements from spiritual formation factors, social considerations, and high school youth group experiences that produced fourteen statistically significant correlations with higher levels of retention and spiritual vitality in the sample two years after leaving school. This research appears to suggest that it is the aggregated effect of intentional youth group experiences providing opportunity for the internalized guidance of the Holy Spirit, recognized as God's work, and not specific youth group programs or religious activities that have the potential to create a unique spiritual journey that would ensure spiritual vitality for the youth after they leave high school.

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Schaub, Kristin. "Non suicidal self-injury as an addictive behaviour in adolescents and young adults." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121217.

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Researchers have speculated about the addictive features of Non Suicidal Self-Injury (NSSI) for several years; however, little empirical research has examined this characteristic. The present study sought to advance knowledge of addiction and NSSI by demonstrating the presence of self-reported addictive features in high school and university students who engage in NSSI. A second aim was to identify a clinical profile of students who engage in NSSI with addictive features as compared with students with NSSI who lacked the addictive features. Results of this study indicated that clinically significant addictive features were endorsed by approximately 20% of individuals who self-injure in both the university and high school samples. In addition, significant differences were identified between those students with and without addictive features. University students with NSSI who showed clinically significant addictive features experienced more difficulties in emotion regulation, were more likely to have higher frequencies of NSSI, and were more likely to have engaged in uncontrolled drug abuse and risky sexual behaviour compared to their NSSI peers who lacked the addictive features. For high school students, those who engaged in NSSI with addictive features showed more difficulties in emotion regulation and higher severity of NSSI (significantly more methods, locations of injury, and frequency), as well as reported a higher likelihood of suicidal ideation, self reported depression, at-risk eating behaviours, and physical abuse, compared to those students with NSSI who did not show addictive features. Finally, the present study sought to examine which factors could predict whether addictive features would be present in an individual with NSSI. Across both samples, frequency of NSSI was a significant predictor of addictive features, with high frequencies predicting higher likelihood of addictive features. Emotion regulation difficulties were also a significant predictor in the university sample, while total number of methods of NSSI was a predictor in the high school sample. The results of this study provide new information regarding NSSI as an addictive behaviour as well as the presence of a subtype of NSSI with clinically significant addictive features. These findings are explored in relation to current literature and implications for both researchers and service providers are discussed.
Pendant des années, des chercheurs ont émis des hypothèses sur les caractéristiques addictives de l'automutilation non suicidaire (NSSI); cependant, peu de recherches empiriques ont examiné cet aspect. La présente étude a essayé de faire progresser les connaissances sur l'addiction et le NSSI en démontrant la présence d'aspects addictifs auto-déclarés chez les étudiants souffrant de NSSI dans les lycées et les universités. Un deuxième objectif a visé à identifier un profil clinique d'étudiants souffrant de NSSI avec des caractéristiques addictives en les comparant à ceux souffrant de NSSI sans aspect addictif. Les résultats de cette étude ont montré que des caractéristiques addictives cliniquement significatives ont été montrées par environ 20 % des individus qui s'automutilent aussi bien pour les sujets à l'université que pour ceux du lycée. De plus, on a constaté d'importantes différences entre les étudiants avec ou sans caractéristiques addictives. Les étudiants d'université avec le NSSI qui ont montré des aspects addictifs cliniquement significatifs avaient plus de mal à maîtriser leurs émotions, avaient généralement de plus grandes fréquences de NSSI et avaient une plus grande tendance à abuser de la drogue ou à avoir un comportement sexuel dangereux en comparaison avec leurs semblables sans aspect addictif. En ce qui concernent les lycéens, ceux atteints de NSSI avec des caractéristiques addictives avaient plus de mal à maîtriser leurs émotions et montraient un taux de gravité plus élevé de NSSI (bien plus de méthodes, de localisations de blessures et une fréquence plus élevée), de même ils ont signalé une plus grande probabilité d'idéation suicidaire, de dépression auto-déclarée, de comportement alimentaire à risque et d'abus physique, en comparaison avec les lycéens avec NSSI sans aspect addictif. Enfin, l'étude présente a cherché à examiner les facteurs susceptibles de prédire des caractéristiques addictives chez un individu avec NSSI. Au travers de ces deux échantillonnages, la fréquence de NSSI a été un indicateur significatif des caractéristiques addictives, une plus haute fréquence signifiant une plus grande probabilité d'addiction. Les difficultés à maîtriser ses émotions a aussi représenté un indicateur significatif pour l'échantillon à l'université, alors que le nombre total de méthode de NSSI a été un indicateur pour l'échantillon au lycée. Les résultats de cette étude apporte de nouvelles informations concernant le NSSI en tant que comportement addictif ainsi que la présence d'un sous-type de NSSI avec des aspects addictifs cliniquement significatifs. Ces conclusions sont examinées en relation avec la littérature actuelle et on discute de ses implications aussi bien dans le domaine des chercheurs que dans celui des prestataires de service.

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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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Robison-Chadwell, Amanda. "U.S. Young Adults STDs, Risk Perception, Risk Behaviors, and Health Information Seeking." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4096.

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Sexually transmitted diseases (STD) are preventable conditions for which treatment failure (specifically in gonorrhea) is becoming problematic. U.S. young adults (20-29 years) have high rates of STD incidence and prevention of these diseases, but reaching them to provide primary prevention educations is challenging due to low perceived susceptibility to infection and lack of knowledge about how young adults seek health information. The purpose of this quantitative survey study was to assess the association between perceived susceptibility to STDs, sexual risk behavior, and the acquisition of health information as it pertains to sexual health topics in young adults. The Health Belief Model (HBM) and the Theory of Planned Behavior (TPB) were used in combination as the theoretical foundation of this study. Data collection was done using an adapted version of the Health Information National Trends Survey (HINTS), the Condom Use Self Efficacy Scale (CUSES), and an adapted version of the Marin County (California) Health Department's Sexual Risk Survey. There were 128 eligible participants and analysis of the data showed that the internet was the primary source of both general health information (87.5%) and STD specific health information (75.8%). A multiple regression analysis showed that there was no statistically significant correlation between perceived susceptibility and health information seeking or sexual risk (p > .05). This can aid in positive social change by prompting additional research on the subject of STD prevention in young adults through the design and dissemination of tools for education that may reduce the rate of STDs or other health ailments.

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Held, Mary F. "Infusing self-determination into the curriculum for young adults with significant disabilities one teacher's journey /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344574.

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Thesis (Ph.D.)--Indiana University, School of Education, Dept. of Curriculum and Instruction, 2008.
Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0531. Adviser: Patricia Rogan.

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Li, Ping-ying Eria, and 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.

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Barth, Donna Jeanne. "Exploring Explicit Fanfiction as a Vehicle for Sex Education among Adolescents and Young Adults." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7472.

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Fanfiction consists of works written by amateurs using pre-existing characters and plots, often shared online for free. Although fanfiction began long before the advent of the internet, the worldwide web has created a platform wherein fanfiction is allowed and encouraged to spread almost unconditionally, reaching new populations and rising slowly but surely into the public eye. As the internet has made fanfiction more accessible and public, it has also increased the number of children and young adults involved in the process. And in the unsupervised wilderness of the internet, sexual content is a common feature of fanfiction, with a varying degree of accuracy in said sexual content. As the influence of fanfiction spreads, academic research into fanfiction has also spread. The purpose of this project is to better understand how fanfiction can impact what adolescents and young adults know about sex and how that information shapes their sexual attitudes. A secondary goal is to question fanfiction authors and readers about whether they are interested in the presentation of accurate sexual information in fanfiction. In order to answer these questions, this project included a review of several works of fanfiction, as well as a survey of 25 fanfiction readers and writers, and interviews with seven of the survey participants. In general, the answer to whether fanfiction has impacted users has been a resounding yes. Prosumers (those who may produce and/or consumer fanfiction) reached through the survey and the interviews largely identified fanfiction as an important resource in their sexual education, with a mostly positive influence. Prosumers cited fanfiction as a source that broadened their knowledge of the intricacies and variations of sex, as well as something that made them more understanding of their own desires and the desires of others. On the other hand, fanfiction prosumers did not necessarily cite fanfiction as being technically accurate. Instead, they valued fanfiction for the variety of viewpoints fanfiction brought them, and the chances it gave them to portray their own lives and issues through their favorite pieces of pop culture. Because the information gathered through this project identifies fanfiction as a source of information about sex for prosumers, and the Archive of Our Own platform specifically, as a reasonable and useful place to embed health-based sex ed interventions. However, fanfiction prosumers mostly seem to know the limits of their creations already, and already have some types of intervention in place, such as the tradition of informational author notes. If future interventions were to be enacted, it would have to be carefully planned with the prosumers, and would likely be most efficacious if it were to utilize those existing prosumer interventions.

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Yaskewich, David M. "Three Essays on the Health Insurance Coverage of Young Adults." UKnowledge, 2012. http://uknowledge.uky.edu/economics_etds/9.

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This dissertation examines the health insurance status of young adults during the transition to adulthood. In a series of three essays, I analyze what happens as young adults reach important milestones and the effects of public policies. The first essay is a descriptive study on how insurance status changes after reaching age 19 and graduating from college. The likelihood of becoming uninsured rises sharply once turning age 19 and then peaks at age 23. While the proportion uninsured also increases following college graduation, this increase disappears after one year. The second essay analyzes the effect of a dependent age law in New Jersey, which allowed dependent coverage for young adults up to age 30 and did not require full-time student status. Pennsylvania did not pass a law and was used as a control state. Among 19-to-22-year olds, there was a rise in health insurance coverage in New Jersey relative to Pennsylvania. There also was a negative effect on college enrollment in New Jersey relative to Pennsylvania. The final essay considers other unintended consequences of dependent age laws. Using a national dataset, I estimate that there were no clear effects on decisions related to living arrangements, marriage, and full-time employment.

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Hellmann, Joanne N. "Social and Psychological Factors Related to the Career Exploration Process of Young Adults." UKnowledge, 2014. http://uknowledge.uky.edu/hes_etds/19.

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This study examined social and psychological factors influencing the career exploration process of young adults. The predictor variables of this study were parental attachment, peer attachment, and self-efficacy; the outcome variables were environmental/occupational exploration, self-exploration, and career indecision. Data for this study were collected using various measures that were compiled into one survey hosted on Qualtrics. Results indicated that secure maternal attachment predicted secure peer attachment and high self-efficacy in young adults. Greater peer attachment was negatively correlated with environmental exploration. A higher level of self-efficacy was positively correlated with environmental exploration and negatively correlated with career indecision. These results imply that maternal attachment has an indirect influence on a young adult’s career exploration process.

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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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Karefilaki, Kiriaki D. "The development of image understanding : implications for visual literacy in older adolescents and young adults /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171195132.

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Gonzalez, Mabel Gonzalez. "Factors related to prescription drug abuse among young adults in Florida." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2821.

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A lack of available data exists regarding environmental factors related to prescription drug abuse (PDA), which could explain the ineffectiveness of efforts to reduce PDA in Florida. Prescription drug abuse among adults older than age 18 varies with the level of education achieved, and these metrics potentially reflect socioeconomic differences. The purpose of this quantitative study was to examine the connections between contextual aspects of prescription opioid abuse among Florida's middle and high school students to understand youth PDA in relation to their environments. This study consisted of a secondary analysis of existing PDA data (dependent variable) in relation to a number of independent variables, including the incidence of female-headed households, the nature of residential environment, adherence to religious precepts, and students' ability to achieve educational goals. Incidence of female-headed households, the nature of residential environment, and adherence to religious precepts were not found to predict youth PDA. The only finding of significance was that PDA predicted lowered students' ability to achieve educational goals (p = .015). Data collected from this study might be used by school counselors and administrators when developing drug abuse prevention, intervention, and educational programs, thereby leading to positive social change in helping to reduce PDA among youth.

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Patchen, Amie K. "Among the Authentic Audience: Young Adults’ Perceptions and Responses to Youth as Scientists." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107615.

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Thesis advisor: George M. Barnett
Lifelong science learning is important for making informed decisions on science topics, and there is a need to engage broader and more diverse audiences with science. One opportunity for engagement occurs when students share science topics with a public audience. Research indicates this interaction can have benefits for students, but little is known about the impact it may have on audience members’ thoughts about science. Youth are different from typical sources of science information, and may elicit different reactions. This dissertation examines the impact youth sources may have on adults’ perceptions of and responses to science topics. Young adults (N = 399) were randomly assigned to one of two scenarios. Both scenarios stated two individuals would describe research they had done about local air quality on the news. One scenario identified the individuals as local high school students, and the other as research scientists from a local institution. Dependent variables included perceptions of the warmth and competence of the presenters, expectations of the quality of the information they would share, willingness to take action based on that information, and general trust in scientists. A subset of participants (N=22) was selected for cognitive interviews and asked to explain the thoughts that influenced their survey responses. Results showed multiple reactions to the scenario. Three groups were identified in the perceptions data: one expressed trust in the presenters, one expressed skepticism, and one based their perceptions on personal experiences doing science. Participants said intertwined thoughts about trust in scientists and assumptions about the presenters’ intentions influenced perceptions, with an overall assumption that youth would have good intentions while adults might not. Participants did not appear to separate their expectations of the information from the people who would share it. However, their willingness to take action was related to the action, not the presenter or information. Findings suggest youth may be an avenue for engaging individuals who have lower trust in typical science information sources. Implications for science education and communication are discussed
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Ross, Mary. "Personality, education and work : a study of young people in transition." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1965.

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This thesis reports a five year longitudinal study of 300 Scottish school leavers. The research used quantitative and qualitative techniques to intensively investigate the relationship between personality type and achievement and explore the transition from adolescence to adulthood. The researcher devoted considerable effort to ensuring that participants and schools could benefit from involvement in the study. The thesis includes the researcher's reflection on the role of her own subjectivity within the research process. The distribution of personality types was ascertained using the Myers Briggs Type Indicator (MBTI) based on Carl Jung's Theory of Types. The MBTI was administered to 298 4th year pupils and 72 teachers from two schools. The research findings indicate that extraverted participants were more likely to leave school earlier and with poorer qualifications than those who were introverted. Sensates were also more likely than intuitives to leave school at the end of their period of compulsory education with poorer qualifications. Thus the educationally most vulnerable group consisted of the young people who were both extraverted and sensing. A subgroup at particular risk was subjected to closer scrutiny and a case study provided. No type group was more likely than any other to become employed or unemployed. Participants were occupationally oriented even at the age of 14 with the young people in general fearing unemployment but still aspiring to a work identity. However, stable employment or unemployment were seldom reported after leaving school. Rather young people tended to report moving frequently between jobs, training and unemployment. 80 depth interviews conducted at 18 years indicated that the majority still did not regard themselves as adults, which was seen as characterised by assumption of responsibilities and the end of "fun". The thesis ends with recommendations for enhancement of the educational process.

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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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Kelly, Andrew J. "Effect of divided attention on inadvertent plagiarism for young and older adults." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22617.

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Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in the area of specific learning disabilities, with a tool for identifying individuals likely to have learning disabilities. It is important to emphasise from the outset that screening is not diagnosis. Even a very good screening tool can at best identify those at high risk for LDS. Also screening may identify problem areas but no information is available regarding aetiology or source of the problems. Finally screening is necessary because a large section of the population has been identified as potentially containing large numbers of LDS (Singleton et al. 1998). However, before beginning the research, a thorough review of the issues of definition that plague the field is undertaken. While the issues raised cannot be resolved in this thesis, they form a necessary background to the research done. In principle, learning disabilities are understood to be characterised by poor automisation of learning skills due to neurological malfunction, contrasted by at least average intelligence. Therefore the goal of screening is to identify the presence of these difficulties, while explanation of their causes remains the proper area of expertise of diagnosticians who bear the onus of showing evidence of neurological malfunction. The present research, then, is three-phased. First, the Career Decision Difficulties (CDD) questionnaire (Gati et al. 1996) is applied to establish empirical support for the hypothesis that young adults with specific learning disabilities have greater difficulties making career decisions than their non-disabled peers do and to identify problem areas of particular difficulty for these young adults. The second phase of the research is based on the assumption that the majority of adults with specific learning disabilities have not been diagnosed and are unaware of the reasons for study problems that they encounter. Against this background, a parsimonious and easily administered screening device is needed. The second part of the thesis focuses on the development and validation of a self-report model - the Strengths and Weaknesses Academic Profile (SWAP) - and a questionnaire based on it, and their use as a counselling tool. The questionnaire based on the SWAP model was administered to a sample of about 500 young adults in Israel studying in preacademic schemes, of which 117 were previously diagnosed as learning disabled. The data was then analysed for validation. Finally, the results were normed on a larger sample of just over 900. The third phase was undertaken in order to address outstanding issues of validation resulting from the inherent methodological weakness of the Israeli research, a further sample was tested in Sheffield, UK. Unlike the Israeli sample, the non-diagnosed were tested to reveal any hidden dyslexics and they were subsequently removed from the control group. I present here an epidemiological sample validating a research tool in a real life scenario. In order to check the construct validity of this tool, a stricter research definition of LD was adopted, and the same process was undertaken using a well-defined sample known to be dyslexic and non-dyslexic. In conclusion, the results of this empirical demonstration show that the SWAP model predicts to a satisfactory degree those individuals who are at high risk of dyslexia. This thesis combines the strengths of an experimental qualitative approach with those of a quantitative empirical approach. In the main sample, the Israeli sample, scores were normed and converted into percentiles. Preliminary data regarding the predictive success of the use of SWAP for referral for diagnosis is presented. In addition, several case studies are included as examples of the use of SWAP as a counselling tool.

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SCHUMACHER, DYKE KARIN SUE. "Young adults with autism transitioning to the world of work: Parent perspectives." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1209868599.

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Oden, KaSaundra Mankins. "Predictors of Condom Use Among African American Transgender Young Adults." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/156.

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Despite the continual prevention efforts in the United States, an estimated 1 million people are infected with the human immunodeficiency virus (HIV) and 25% of them are unaware of their infection status. There are no national surveillance data available on the incidence or prevalence of HIV/AIDS in the transgender population; this absence of data is a matter for concern. Guided by the health behavior model and social cognitive theory, this study utilized a quantitative approach to examine the associations between HIV/AIDS-related knowledge, attitudes regarding HIV/AIDS and condoms, and condom use self-efficacy as predictors of condom use in African American transgender young adults--one of the most disenfranchised and marginalized groups at increased risk for HIV infection--in the District of Columbia. Descriptive statistics, multiple regression, and chi-square analyses were used to analyze the research questions. There was no statistically significant relationship found between the dependent and independent variables at last intercourse with a steady partner. However, there was a statistically significant relationship when predicting condom use in the last 30 days and last 6 months with a steady partner. There was a statistically significant relationship for predicting condom use at last intercourse and intercourse in the last 30 days among nonsteady partners. There was no statistically significant relationship found between the dependent and independent variables at intercourse in the last 6 months with nonsteady partners. The findings could inform public health practitioners to develop and implement programs targeting African American transgender populations; the findings could also reinforce the public health policies and practices in favor of this cohort.

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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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Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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Filsinger, Kerry Bradley. "Webs of Interactions: International Perspectives on Cultural Music Mediation Among Adults and Young Children." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216517.

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Music Education
Ph.D.
In this qualitative phenomenological inquiry, I explore how an international group of early childhood music teachers describe creating music-learning environments for young children. As members of the Early Childhood Music Education Commission of the International Society for Music Education, the nine research participants share a common interest in contributing to early childhood music education. I was interested in understanding how members of that group perceived creating music-learning environments for young children. I wondered: What are early childhood music teachers' perceptions of music-learning environments for young children; What shapes their perceptions; and How do early childhood music teachers strive to create an environment conducive for young children's music learning? Using tenets of narrative inquiry, I restory this study as a conversation in a coffee shop. Imagine there's an international early childhood music conference in your town. During a conference break, I walk into your favorite coffee shop. You stand in a long line waiting to order. I walk in and take my place behind you in line, and we begin a conversation about children's music learning. Eventually, colleagues who are attending the conference (i.e., the nine research participants) join us. During our conversation, you and I discuss our experiences with understanding and creating early childhood music-learning environments. Next, we talk with the nine research participants about how they create music-learning environments for young children and I reveal the essence of their shared experience: participants view themselves as cultural music mediators, believing it is their job to mediate music interactions among adults and young children. Finally, you and I discuss implications for parents, early childhood music teachers, early childhood general education teachers, and pre-service music and general education teachers. We talk about ways they can become cultural music mediators, and create webs of music interactions for adults and young children. After reading this study, I invite you to visit my Facebook page, Music-Learning Environments for Young Children, to contribute thoughts and questions.
Temple University--Theses

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Annandale, Stan. "Enabling senior adults and young adults at Olive Springs Baptist Church, Marietta, Georgia, to experience intergenerational koinonia." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Qarizadah, Muhammad Musa. "Impacts of Observing Live Open Heart Surgery on Young Adults' Health Behaviors." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3364.

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Having a heart healthy lifestyle at a younger age is beneficial in reducing the risk of coronary heart disease (CHD) in adulthood and various health education programs for CHD prevention exist to persuade young adults to adopt a heart healthy lifestyle. Little is known, however, about the influence of watching live open heart surgery on young adults' adoption of a heart healthy lifestyle. To address that gap in knowledge, this study was conducted at a health facility in Virginia where students came to observe live open heart surgery. The purpose of the study was to understand whether watching live open heart surgery can influence young adults' attitudes and behaviors towards adopting a heart healthy lifestyle. The theory of health belief model and the theory of reasoned action were used in guiding this research. A quantitative design involving observation and administration of surveys was used. A survey with questions about participants' lifestyle practices was administered prior to observation of open heart surgery and 3 or more months afterwards. A total number of 179 young adults at baseline were considered eligible for the study. Ages of the research participants were between 18 and 35 years old. The t test and ANOVA results showed no significant differences between baseline and follow up data with regards to changes in behaviors of young adult students towards adopting a heart healthy lifestyle. The study concluded that observing live heart surgery did not significantly change behaviors of the students in adopting a heart healthy lifestyle. In order to achieve the desired changes in attitudes and behavior of students, looking into other evidence based options and pursuing those that can influence and motivate young adult students to adopt a heart healthy lifestyle can be a positive social change.

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Kizhakkeveettil, Anupama Kizhakkeveettil. "Relationship Between Stress and Young Adults' Complementary and Alternative Medicine Use." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2264.

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Complementary and alternative medicine (CAM) refers to a group of diverse medical and healthcare systems, practices, and products not treated as conventional medicine. The body of literature on stress and stress management among young adults has not addressed the use of CAM modalities for stress management among this population. The theoretical foundation of the study was based upon the transactional model of stress and coping, which describes stress as an interaction between an external stressor and the resources available to eliminate the stressor. The purpose of this quantitative study was to examine whether variables such as exposure to CAM, stress level, dispositional coping style, sociodemographic variables, and social support influence young adults' use of CAM modalities for stress management. This study sought to determine to what extent dispositional coping, exposure to and knowledge of CAM, and sociodemographic variables affect young adults' use of CAM modalities for stress management. This study also sought to answer whether there is a difference in the perceived stress of participants who use CAM modalities and those who do not. A quantitative cross-sectional correlational study was employed, using a survey methodology, to identify whether the factors identified in the study influence young adults' use of CAM modalities. Results showed that knowledge of CAM and dispositional coping style significantly influence the use of CAM modalities; sociodemographic variables do not influence the use of these modalities. Furthermore, the use of CAM modalities was found to have a significant relationship to stress level. The findings of the current study suggest the CAM techniques can be adapted and introduced into college settings so that students can better manage their stress levels

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Watson, Regina. "The Effect of a Drama on Young Adults' Attitudes About Domestic Violence." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1662.

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Intimate partner abuse has been and remains a pervasive problem that has been documented in every race, religion, class, and level of education. This study presented the rationale for achieving positive social change by examining the problem through prevention rather than reaction and intervention. Although many theories of causation have been presented at various times, none has been proven or offers a complete explanation. Social ecological theory examines the interaction of individual, community, relational, and societal influences on the development of attitudes and behavior acceptance. This pre and post-survey group, quasi-experimental study examined the effects of an intervention on attitudes about intimate partner abuse, specifically in young adults. The intervention was a 30-minute drama about dating abuse. Seventy-nine young adults from an online participant pool completed the Domestic Violence Myth Acceptance Scale (DVMAS) just prior to and after the intervention. Cronbach's alpha test of reliability was conducted on the 4 subscales of the DVMAS. Demographic data were presented on age, marital status, gender, and church attendance. A MANOVA did not demonstrate a significant difference between the overall scores on the DVMAS or the 4 sub scales before and after the intervention (p = .230). This research contributes to social change by adding to the body of knowledge about applications of social ecological theory to intimate partner abuse prevention. Attitudes and behaviors that lead to the perpetration or acceptance of intimate partner abuse do not arise from a single incident, discussion, or point in time. Multiple levels of exposures and multiple exposures contribute to the behavior and ultimately will be necessary for its prevention.

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Graham, Marguerite Beth. "Postschool outcomes for young adults with mental retardation receiving transition services in Virginia: Caregiver perceptions." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154076.

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Dissertations / Theses on the topic 'Education for Young and Adults'

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