Dissertations / Theses: 'Gifted girls – Mental health'

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Aqaian, Linda. "Positive mental health from the adolescent girls’ perspective : A qualitative study." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-371491.

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Background: Psychosomatic problems are increasing among adolescent girls and levels of life satisfaction, well-being and self-esteem are lower among adolescent girls compared to boys at the same age. Aim: The aim of this thesis was to explore adolescent girls’ perceptions of the concept of PMH and to identify influential factors for PMH from their own perspectives. Methods: A qualitative explorative study was designed. The data collection was through four semi-structured focus group interviews. Participation in the study was completely voluntary and 14 high school girls aged 16-17 participated in the study. An inductive content analysis was conducted to analyze the collected data. Results: Six categories and sixteen subcategories emerged from the data analysis, answered the two objectives of the study and met the purpose of this thesis. The six categories were: 1) when you feel well and things go well; 2) school-related factors, 3) factors at home and at leisure time, 4) key personal characteristics, 5) coping skills and balanced healthy lifestyle, 6) more attention to PMH. The findings showed that PMH was perceived as a two-dimension concept of feeling well and functioning well in life. The main influential factors for PMH was healthy social relations within and outside the family, key characteristics such as optimism, high self-esteem, sense of control, purpose and progress as well as coping skills and paying more attention to PMH. Conclusion: A combination of positive factors promoting feeling well and functioning well in life should be taken into account in the development of mental health promotion approaches and programs to improve PMH among adolescent girls.
Bakgrund: Psykosomatiska besvär ökar bland flickor och livstillfredsställelse, välbefinnande och självkänsla bland flickor är lägre än pojkar. Syfte: Syftet med studien var att studera uppfattningar av flickor på gymnasiet om begreppet positiv psykisk hälsa (PMH) och identifiera faktorer som påverkar PMH utifrån målgruppens egna perspektiv. Metod: En kvalitativ explorativ studie utformades. Datainsamlingen skedde genom fyra fokusgruppsintervjuer och 14 gymnasieflickor i åldern 16-17 deltog i studien. Deltagande i studien var helt frivilligt. En kvalitativ induktiv innehållsanalys utfördes för att analysera insamlade data. Resultat: Sex huvudkategorier och sexton subkategorier återfanns i dataanalysen som svarade på syftet och två frågeställningarna i studien. De sex huvudkategorierna var: 1) när man mår bra och allt går bra 2) skolrelaterade faktorer 3) faktorer hemma och på fritiden, 4) viktiga personliga egenskaper, 5) coping färdigheter och balanserad hälsosam livsstil, 6) mer uppmärksamhet till PMH. Resultatet visade att PMH uppfattades som ett tvådimensionskoncept, att må bra och att fungera bra i livet. De centrala faktorerna för PMH identifierades som hälsosamma relationer inom och utanför familjen, viktiga egenskaper som optimism och bra självkänsla, känsla av utveckling, kontroll och meningsfullhet, stresshanteringsförmåga, samt att uppmärksamma PMH. Slutsats: En kombination av positiva faktorer för att må bra och fungera bra i livet, bör beaktas inom utveckling av strategier för att förbättra PMH bland flickor på gymnasiet. Nyckelord: Positiv Psykisk Hälsa, Flickor På Gymnasiet, Kvalitativ Explorativ Studie, Fokusgrupp Intervjuer.

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Candler, Margaret Mary. "The influence of perfectionism on mental health in gifted and twice-exceptional students." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5916.

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Although a long-standing interest in the abilities of gifted students exists, researchers and clinicians have only recently focused on specific factors that may impact the likelihood of mental health diagnoses, such as anxiety and depression, within this population. This is especially true for gifted students with co-existing disabilities, or twice-exceptional students, who may have unique experiences that differ from those of gifted students without disabilities. Perfectionism is one factor that may be important to consider when examining factors that impact the development of anxiety and depression within these populations. The current study examined how perfectionism differs within gifted and twice-exceptional students within the context of self-reported anxiety and depression. Scores were reported for both gifted (N = 39) and twice-exceptional (N = 28) participants ages 8-14 on the Almost Perfect Scale-Revised (APS-R), Revised Children’s Manifest Anxiety Scale (RCMAS), and Children’s Depression Inventory-2 (CDI-2). Pearson chi-square results suggested that gifted students reported higher rates of maladaptive perfectionism on the APS-R compared to twice-exceptional students. Although gifted and twice-exceptional students in this sample reported style of perfectionism differently, group differences disappeared when also considering self-reported symptoms of anxiety and depression via 2x3 analyses of variance. Tukey post-hoc tests indicated that self-reported maladaptive style of perfectionism was related to higher scores on measures of anxiety and depression. Clinical and research implications of these findings were also explored.

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Kahumoku, Emily Pearl Vazsonyi Alexander T. "Objectification culture a study of the relationships between objectified body consciousness, mental health, body image and risky sexual behavior in adolescent females /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Human_Development_and_Family_Studies/Thesis/Fessler_Emily_35.pdf.

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Bishop, James. "The Potential of Misdiagnosis of High IQ Youth by Practicing Mental Health Professionals: A Mixed Methods Study." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062851/.

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The difficulty of distinguishing between genuine disorder and characteristics that can be attributed to high IQ increases the likelihood of diagnostic error by mental health practitioners. This mixed methods study explores the possibility of misdiagnosis of high IQ youth by mental health professionals. Participants were private practice mental health professionals who read case study vignettes illustrating high IQ youth exhibiting characteristics associated with their population. Participants then completed a survey and provided an assessment of the hypothetical client. In the study, 59% of participants were unable to recognize behavioral characteristics associated with high IQ youth unless suggested to them, and 95% of participants were unable to recognize emotional characteristics associated with high IQ youth unless suggested. The results of this study provide much-needed empirical exploration of the concern for misdiagnosis of high IQ youth and inform clinical practice and education.

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Steiger, Isadora. "Skinny Girls Bleed Flowers, and Other Sick Lies." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1133.

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This short film visualizes the experiences of seven Scripps students who have or have had eating disorders, using interview audio and projected imagery to critique existing media portrayals of eating disorders, as well as humanizing those who actually suffer from them.

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Henry, Leanna. "The Brief Coping Cat for Students who are Gifted and Experience Anxiety." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1622714249973668.

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McGill, Keisha KaVon. "Experiences of African American Mothers Raising Gifted Children." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6923.

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Equality in educational access has long been an area of concern for U.S. educators, policy makers, and advocates. Congress issued a mandate in 1969 to identify the needs of gifted students and to ensure that those needs were being met. However, the needs of gifted minority students were not specifically addressed. Little is known about how African American mothers are affected by the demands of raising and advocating for their gifted child. The purpose of this hermeneutic phenomenological qualitative inquiry was to explore the lived experiences of African American mothers raising gifted children. The theory of womanism was used to explore the experiential anecdotes offered by the participants and to guide in analysis of developing themes. In addition, critical race theory was used to further examine the narratives offered by the participant mothers. Nine African American mothers whose children were identified as academically and intellectually gifted participated in interviews; analysis of data included use of the hermeneutic circle and resulted in the identification of 4 essential themes and 8 subthemes. Subthemes, that seemed particularly meaningful to participants, included othermothering, exasperation, resilience, and the Black male experience. Findings highlight the mothers' resilience when dealing with instances of microaggressions and microinsults. Additionally, findings elucidated their desire to see every child succeed through othermothering behaviors. Implications for positive social change include contributing to the body of knowledge regarding the needs and challenges affecting African American mothers raising gifted children.

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Austin, Sarah Joyce. "A mixed methods exploration of the role of friends and identity in multiracial adolescent girls' mental health." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055768/.

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This thesis used mixed methods to explore how peers and friends influence the ethnic identity and mental health of multiracial adolescent girls. This drew upon social identity theory and ecological theory to understand why multiracial girls may have different outcomes to their monoracial peers, and which factors in their environment can promote their identity and wellbeing. Educational Psychologists (EPs) have a key role in supporting positive mental health for all children and young people. The multiracial population in the UK is growing. Historically multiracial groups have been overlooked in UK research, although some national studies show multiracial adolescents may be at greater risk of poor mental health. Little research has explored the role of friends and peers in multiracial adolescent mental health, despite the robust findings that peers become more important during adolescence. In an ethnically diverse Local Authority in London, 109 mid-adolescent girls (mean age 13.9) from diverse ethnic groups took part in a questionnaire measuring ethnic identity, self-esteem, socio-emotional functioning, peer discrimination, friendship support and interethnic friendships. 12 multiracial girls with one black/multiracial and one white parent took part in semi-structured interviews. The multiracial girls in this sample reported lower self-esteem and lower perceived friendship support than their monoracial peers. Multiracial girls held less positive feelings about their ethnic group (affirmation) than their BAME (black, Asian, minority ethnic) monoracial peers. Affirmation only predicted self-esteem when friendship support was included in the model. Many multiracial girls felt positively about their ethnic group, but this was not always accepted by their peers and some experienced identity invalidation and exclusion. Friends were important for validating identity and emotional support. The family emerged as important for providing cultural knowledge and identity validation. This thesis highlights the importance of friendships and the peer context in multiracial adolescent mental health and informs EP practice.

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Sangar, Maninder Kaur. "Mental health and Shame : a Foucauldian analysis of the discourses of South Asian girls and their teachers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8634/.

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Dominant discourses construct South Asian girls and women as having a high risk of internalised problems such as depression and anxiety. Existing literature suggests that services for mental distress are under-utilised by South Asian women with the construct ‘Shame’ cited as a potential barrier to help-seeking. Little research has examined how South Asian girls construct ‘Shame’ and ‘Mental Health’ and how these constructions relate to help-seeking. This study explores discourses of ‘Mental Health’ and ‘Shame’ through the talk of South Asian girls and their teachers. Foucauldian Discourse Analysis (Willig, 2008) is employed to analyse semi-structured interview data from seven girls and five teachers. This research specifically explores how South Asian girls are positioned within the discourses of ‘Shame’ and ‘Mental Health’ and how they “open up” or “close down” opportunities for help-seeking. The analysis highlights that discourses of Mental Health are complex, contradictory and tied to prevailing discourses of abnormality and the medicalisation of mental distress. Pupil and teacher discourses surfaced contemporary understandings of Mental Health as a universal and dynamic state, demonstrating a shift in discourse. Similarly, ‘Shame’ was constructed as oppressive, sexist and regulatory as well as helpful and protective. These constructions have implications for educational psychology practice.

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Jacobs, Ruwayda. "A psycho-educational programme to facilitate the mental health of adolescent girls who are victims of verbal bullying." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1014579.

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Bullying appears to be a worldwide phenomenon. It occurs within schools, homes, and in the community too. Bullying is a form of aggressive behaviour. Female bullying is not so easily noticed, as girls hardly ever use physical forms of aggression. Bullying can have a detrimental effect on the mental health of the victim. The victims of bullying experience symptoms of mental discomfort, which include low self esteem, feelings of helplessness, feelings of worthlessness and inferiority, lack of confidence, isolation, self-conscientiousness; and lastly, this can lead to suicide. Some form of intervention is necessary to provide adolescents with skills to combat bullying and help them to become mentally healthy again. The overall goal of the study was to develop, implement and evaluate a psycho-educational programme for female adolescents in a secondary school setting, in order to assist them in coping with bullying. The objectives of the research study were to: Conduct asituational analysis to identify the mental health needs of adolescent girls, as victimsof bullying. Develop a psycho-educational programme to facilitate the promotion of mental health of those adolescent girls who are victims of bullying. Implement the psycho-educational programme to facilitate coping by adolescent girls who are victims of bullying.  Assess whether the adolescent girls have benefitted from attending the psycho-educational programme. The researcher used a qualitative, explorative, descriptive and contextual design. The research methodology consisted of four phases. In phase one of the research, a situational analysis was done; and the characteristics of mental discomfort exhibited by the victim were identified. The needs of the adolescent girl who has been bullied have already been described. Phase two involved the development of a psycho-educational programme. The information from the situational analysis was used to develop the conceptual framework. The six concepts in the survey list of Dickoff et al. (1968:422) were described as follows: the recipient is the adolescent girl who has been bullied, the agent is an advanced psychiatric nurse, the context is the community and the secondary school where bullying takes place, the dynamics of the intervention constitute the mental discomfort experienced by the adolescent girl. This is what motivates her to participate in the programme. The procedure was identified as the psycho-educational programme, while the terminus or outcome of the intervention for the adolescent girl would be for her to experience mental health after being exposed to the psycho-educational programme. The relationship between the concepts was used to form the mind map of the conceptual framework. This guided the development of the psycho-educational programme. The content of the programme has already been described. In phase three the psycho-educational programme is implemented and in phase four the programme is evaluated. The psycho-educational programme taught the teenage girls skills and it provided them with knowledge to cope better with the bullying. Attending the programme made the teenagers aware that they needed to change to experience mental health and happiness. The empirical study took place in phase four. The data-gathering method in phase four included the conducting of semi-structured interviews with the adolescent girls who participated in the programme, as well as the teachers of these adolescent girls and their parents. Naïve sketches, reflective journals, observations made and field notes formed part of this database. The data was analyzed by means of Tesch‟s descriptive analysis (in Creswell, 2003:192). The participants had to comment on how they were coping after the implementation of the psycho-educational programme. In conclusion, an intervention in the form of the psycho-educational programme was shown to be beneficial to adolescent girls who were victims of bullying, to assist them in coping with the aftermath of being bullied. Recommendations were made to enhance nursing practice, as well as nursing education and nursing research. Keywords: Adolescent girls, bullying, secondary schools, advanced psychiatric nurse, psycho-educational programme, mental health.

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Bernard, Yolanda. "The influence of adolescent pregnancy on the younger sisters of African American girls." Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/791.

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Spisak, Stephanie. "Using Art Therapy to Empower Young Kenyan Girls." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1209239573.

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Hodas, Rachel. "An Investigation of the Relationship Between Positive and Negative Mental Health Factors and Academic Performance Among Early Adolescent Girls." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/338922.

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School Psychology
Ph.D.
The transition to adolescence is considered to be a period filled with increased turmoil, often disrupting youth's psychological well-being and resulting in numerous poor outcomes. This study examined the relationship between aspects of mental health and students' academic performance and their beliefs about their academic capabilities among a normative sample of middle school girls. Measures of mental health problems as well as emotional strengths were included. Forty middle school girls from two schools were included in this study. Sixteen of the participants attended a small, predominantly White private school and the remaining 24 students attended a larger and more diverse public school. Pearson correlations were run with the entire sample and at the two schools separately to identify the relationship between the mental health variables and the academic outcomes. Results indicated that mental health functioning was significantly related to students' feelings about their academic abilities, such that students reporting high levels of distress reported more negative attitudes about their own abilities and students reporting high levels of emotional strengths reported more positive academic attitudes. The psychological variables were not, however, correlated with students' true performance on math and reading tests. Results were more pronounced at the more diverse public school than they were at the small private school. These results suggest that more comprehensive screening procedures that look at students' psychological and academic functioning may be important to better understand students' needs and to provide appropriate school-based interventions. This study also examined the effectiveness of a school-based depression prevention program, the Girls in Transition program, which is designed to promote resiliency among middle school girls. Students at the two schools were randomly assigned to receive the intervention immediately (n = 17) or were put into a wait-list control group (n = 20). Data were collected at three separate times: before the intervention began, immediately following the intervention, and at a six-month follow-up period. Paired samples t-tests and one-way ANOVAs were run to examine changes in the study variables over time for each group and group differences at both follow-up periods. Results revealed that students who participated in the program reported increased use of adaptive coping strategies at both follow-up periods. They also reported reductions in symptoms of anxiety and anhedonia and increases in social self-efficacy. Scores among students in the wait-list control group remained stable, though two unanticipated findings were observed. Differences between the two groups at either follow-up period were not detected. Despite evidence of a relationship between mental health factors and academics, participants did not demonstrate gains in any of the academic measures included in this study. Results from this study offer encouraging support for the effectiveness of the Girls in Transition program, though they were severely limited by small sample sizes and high attrition rates.
Temple University--Theses

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Jacobs, Ruwayda. "The experience of adolescense girls regarding verbal bullying in secondary school." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/449.

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The experience of verbal bullying at school may cause a female adolescent much distress. This distress can result in the adolescent experiencing life as traumatic and may influence her sense of well being negatively. Verbal bullying usually takes the form of name-calling, put-downs and insults. This can be very traumatic for adolescents and can lower their self-esteem, which may eventually lead to mental illness. The parents of adolescent learners often have the misconception that bullying is a normal part of a teenager’s life and are unaware of the distress it may cause the adolescent. The victimized adolescent should, therefore, be provided with support in order to avert the occurrence of mental illness. The goals of this study were to: • Explore and describe the experiences of adolescent girls regarding verbal bullying in secondary school settings. • Develop guidelines to assist mental health nursing specialists in helping adolescent girls to cope with bullying in secondary schools. The researcher used a qualitative, explorative, descriptive and contextual design with a phenomenological approach. The research population consisted of female learners in a secondary school setting. Purposive sampling was used in this study to identify participants. Data was collected by means of naïve sketches, one-to-one-interviews and field notes based on observations. Data was analyzed using Tesch’s method (in Creswell, 1994:190) of descriptive analysis. The identified themes were compared to available literature. The data collected from this study was used to develop guidelines to aid mental health nursing specialists to help adolescents to cope with verbal bullying.

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McKinney, Brinda Kay. "Witnessing Parental Domestic Violence and Young Girls' Dating Relationships." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1202.

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Domestic violence afflicts people regardless of ethnicity, socio-economically status, age, or gender. Too often, girls enter and remain in abusive relationships, despite the trauma and risks of doing so. Using Roy's theory of adaptation, this study explored the effect of witnessing inter-parental violence on girls' experiences of physical violence or sexual abuse in their dating relationships. Original data collection occurred at a Midwestern U.S. university via e-mail using questions adapted from the CDC's Youth Risk Behavior Survey Surveillance System. The study used 526 responses from female participants who self-disclosed if they had or had not witnessed inter-parental violence for categorical placement. Participants mirrored the population of the university with regard to age, race, and GPA. Using an ANOVA, the groups were compared on the independent variable of witnessing inter-parental violence and the dependent variable of experiencing physical or sexual dating violence. Results showed witnessing inter-parental violence did not predict whether or not a girl would experience physical or sexual violence in a dating relationship. Findings indicated adaptation on the part of the girls after witnessing inter-parental violence and beginning their own dating relationships. Additional research is needed to gain knowledge of this adaptation process and to explore what happened between the time of witnessing inter-parental violence and entering dating relationships that helped prevent them from experiencing dating violence. Knowledge of these participants' adaptation processes may provide insight for counselors and therapists on how to support children who witness inter-parental violence. This insight may help girls develop adaptation mechanisms to prevent experiencing violence in dating relationships.

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Mathews, Rachel Elizabeth. "The Influence of Paternal Factors in Predicting the Pathogenesis of Anxiety in Preadolescent Girls: A Path Analysis." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1592752678554884.

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Barragry, Abigail Brigid. "How do adolescent girls experience having a mental health issue whilst at secondary school? : a narrative study using creative arts." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18412/.

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It has recently been suggested that as many as one in five adolescents have a mental health problem that will persist into adulthood, with the most common being anxiety (Lee, Heimer, Giedd, Lein, Sestan, Weinberger, Casey, 2014). Young people suffering poor mental health problems face a number of risks such as suicide, chronic illness, school failure and relationship difficulties (Thompson, Hooper, Laver-Bradbury, Gale, 2012). Research estimates that up to seventy five percent of all mental illness has already developed by the age of eighteen (Murphy and Fonagy, 2012), yet only a portion of these individuals actually seek help during the phase of adolescence, reducing the opportunity for early intervention. Recent research has aimed to explore what may be preventing help-seeking during difficult times (e.g. Kendal, Callery, Keeley, 2011a). Studies have shown that women seem to be particularly at risk of developing mental health issues with rates of anxiety and depression amongst teenage girls having risen over recent years, whilst remaining relatively stable for adolescent boys (DfE, 2016). In this qualitative study, I employed visual methods to provide three 15 year old female participants with the opportunity to creatively explore their journeys of having had a mental health issue. After creating collages, time-lines and storyboards to map significant periods and events, I employed a narrative approach for conducting semi-structured individual interviews to reflect on their story-boards and talk about their experiences. These interviews were then analysed to look for individual and common themes. I was particularly interested in barriers or supportive factors to seeking and receiving help. It was hoped that information from this study may elicit the voice of young people to add to professional understanding of how adolescent girls experience having a mental health issue and ultimately what may or may not help, both in preventing and directly addressing difficulties.

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Hunt, Susan C. "The Prevalence of Delinquency in Depressed and Substance Abusing Adolescent Girls." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1269464076.

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Nkongho, Ndiya. "Religious Coping among Sexually Abused Adolescent Girls: A Phenomenological Investigation." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07282006-000252/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Lisa Armistead, committee chair; Greg Jurkovic, committee co-chair; Sarah Cook, Rod Watts, committee members. Electronic text (133 p.) : digital, PDF file. Description based on contents viewed July 3, 2007. Includes bibliographical references (p. 91-109).

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Meldrum, Emma. "Pakistani Muslim teenage girls' constructions of help-seeking from mental health professionals and their understanding of its relationship to ethnic identity." Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/34673.

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The under-use of out-patient mental health services by people from 'ethnic minority groups' is widely documented. Most of the literature refers to adults, but there is also evidence that it is equally relevant to adolescents. Models and hypotheses have been developed to explain the underuse of services, help- seeking by adolescents and people's health behaviour. These have tended to take an individualistic perspective in which cognitions are given a high priority and social and cultural influences are reduced to the status of 'variables' This study, however, aimed to take a social constructionist perspective to part of the process of mental health service use. Using a grounded theory methodology, this study set out to investigate the meanings of seeking help from a mental health professional for Pakistani teenage girls in Derby and their understanding of the relationship between these and their ethnic identity. The Multi-group Ethnic Identity Measure (Phinney, 1992) was used to describe the teenagers' ethnic identity. In depth interviews were conducted with twenty Pakistani teenagers in which they were encouraged to discuss how they would go about seeking help from a mental health professional for an emotional problem and the influences on them in the process. Eating disorders were chosen as a focus for the discussions as they have a high popular profile and there is concern about high levels of eating disorders among Asian girls. The analysis illustrated how seeking help from professionals is a social process, shaped by the cultural meaning associated with emotional distress and wider social and cultural practices, values and structures. Of prime importance for the teenagers interviewed was the relationship between their family and the Pakistani community, and their roles as females in maintaining the family's social position. Also of importance were their relationships with their parents and their fears about the client-professional interaction. The research suggests that all levels of influence need to be considered in the planning and provision of services, which should involve Pakistani teenagers and their families, as well as key members of the community.

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Guo, Jia. "Longitudinal changes in Chinese adolescent girls' physical growth, social contexts and mental health during the transition from primary to junior high school." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11710.

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This study explores the longitudinal changes among a sample of early adolescent girls in China throughout their transition from primary to junior high school. Early adolescence is a time of multiple transitions and is associated with a range of mental health outcomes in Western literature. This study will be the first to examine developmental changes in early adolescence among Chinese girls. A sample of 425 Chinese girls completed a self‐report questionnaire at three time points: the end of primary school, the start of the first year of junior high, and the end of the first year of junior high. The questionnaire comprised a range of measures relating to bodily changes, puberty, and gender issues, social changes in family, peers and school, and a series of standardised measures of mental health including: life satisfaction, self‐esteem, psychosomatic symptoms, loneliness, anxiety, depression, and coping. Results were analysed using ANOVA to examine longitudinal changes in measures. Following an overview of the interrelations between all the variables in this study using One‐way ANOVA, longitudinal results were reported in three chapters: physical changes, social changes, and mental health. Findings relating to physical growth highlighted the co‐occurrence of pubertal development and school transition. Significant increases in body dissatisfaction and social comparisons of physical appearance were identified, indicating girls’ growing self‐consciousness about their physical changes. Specifically, apart from weight concerns, an interesting finding of this study was that girls in this study reported consistently higher and significantly growing concerns about their height stature. A significant decline in positive feelings of gender typing was also identified. In terms of social development, there were no longitudinal changes in the overall quality of attachment with parents or peers, as well as peer norms, suggesting that although variance exists across individuals, these constructs remained longitudinally stable in this sample. On the other hand, a significant decline was found in parental involvement. In contrast to the negative outcomes reported widely in Western literature following the primary to middle school transition, this study revealed an overall positive school transition experience. To be specific, overall school climate was reported to be more positive in junior high school, girls’ personal goals and school behaviours were improved longitudinally, and school transition problems were significantly smaller than expected prior to the transition. Analysis of developmental changes in mental health revealed no changes in global life satisfaction and depression. However, self‐esteem in general significantly reduced over time; simultaneously and interestingly, psychosomatic health, loneliness, and overall anxiety significantly improved after the transition. Furthermore, longitudinally girls adopted a wider range of coping strategies to deal with stressful events, although both the selection and efficacy evaluation varied across coping strategies among individuals. This study is the first to explore Chinese girls’ development during early adolescence. Developmental trends are established in Chinese adolescent girls’ physical, social, and psychological domains. Despite evidence consistent with the universalities of this life stage as established in Western literature, this study also highlights cultural differences in the developmental experiences of Chinese adolescents. Taken together, the findings reveal a positive developmental phase with little evidence of increases in adaptation difficulties or mental health outcomes. These empirical findings are in contrast to Western research, which often highlights early adolescence as a time of adaptation difficulties. Overall, this study contributes to the literature on adolescent development. The role of culture and implications for future research and practice are also discussed.

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Mathews, Holly. "The Effect of Media Literacy Training on the Self-Esteem and Body-Satisfaction Among Fifth Grade Girls." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3178.

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Repeated exposure to media images that portray women as sex objects can have negative long-term effects on self-esteem beginning in preadolescence. Negative effects include decreased feelings of competence, increased focus on appearance, increased body dissatisfaction, and limited achievement in domains not related to appearance. There is a gap in the literature examining if media literacy training can mitigate the negative effects of exposure to sexualized media content. Festinger's social comparison theory and Vygotsky's theory of cognitive development provided the framework for this study. A quasi-experimental pre-post-test design was used to examine the interaction of media literacy training and time of measurement, on self-esteem and body-satisfaction in preadolescent girls. Archival data from 73 5th grade girls were obtained from a media literacy group with the addition of data from 14 5th grade girls collected to form a non-media literacy comparison group to control for confounding variables and bias. Two separate 2-way, mixed-model, factorial ANOVAs were conducted. The analyses failed to show a significant interaction between literacy group and time of measurement on self-esteem and/or body-satisfaction. However, the potential effectiveness of media literacy skills in neutralizing the negative impact of sexualized media imagery on preadolescent girls' self-esteem and body-satisfaction was observed in the between-group analyses. Positive social change may occur when society continues to identify and incorporate positive self-esteem influences and media literacy skills into the lives of preadolescent girls as to mitigate negative long-term effects of media sexualization.

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Quinn, Alexandra Hayley. "The Moderating Effect of Resilience Factors on Bully Victimization and SubsequentPsychological Adjustment Problems Among Adolescent Girls." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1434715520.

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Andersson, Christina, and Cecilia Lindberg. "Hälsorisker hos flickor vilka använde sociala medier : en litteraturöversikt." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12453.

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Inledning: Sociala medier har utvecklats och skapar en ny arena för integration. Den psykiska ohälsan ökar hos unga flickor tycks påverkas av sociala medier. Syftet med litteraturöversikten var att undersöka några hälsorisker flickor i åldern 11 till 17 år födda efter 1993 har utsatts för via sociala medier. Metod: Tio originalartiklar publicerade de senaste fem åren har sökts fram via PubMed. Relevanta artiklar har granskats och tematiserats utifrån hälsorisker vilka återfinns i litteraturöversikten. Resultat: Litteraturöversikten undersökte tidigare forskning kring hälsorisker hos unga flickor födda efter 1993 vid användning av sociala medier. Flickor tenderar att bli mer påverkade av kommentarer och påverkas under längre tid vilket kan leda till depression och ångest. Självskadebeteende och självmordsbenägenheter är direkt kopplade till depression. Självförtroendet påverkas av kommentarer på sociala medier. Flickor tenderar i högre grad att drabbas av psykosomatiska besvär till följd av användning av sociala medier. Sociala medier kan öka känslan av rädsla och otrygghet. Flickornas kroppsbild påverkas via sociala medier vilket i förlängningen kan leda till ätstörningar. Diskussion: Användandet av sociala medier kan ses som hälsorisk hos unga flickor. Likväl kan påverkan av sociala medier ses som enbart utlösande faktor för andra bakomliggande orsaker. Sociala medier kan även ge hälsovinster.
Introduction: Social media has created a new arena for integration. Social media seems to affect young girls mental health. The purpose of the literature review is to examine some health risks among girls aged 11 to 17 years born after 1993 witch has been exposed to through social media. Method: Ten original articles published in the past five years have been sought out through PubMed. Relevant articles were reviewed and thematized based on health risks which are found in the overview. Results: The literature review examined previous research on health risks in young girls born after 1993 in the use of social media. Girls tend to be more affected by the comments and are affected over time which can lead to depression and anxiety. Self-harm and suicidal tendencies are directly linked to depression. Self-confidence is affected by comments on social media. Girls tend increasingly to suffer from psychosomatic disorders due to use of social media. Social media can increase the feeling of fear and insecurity. The girls' body image is influenced by social media, which ultimately can lead to eating disorders. Discussion: The use of social media can be seen as a health risk in young girls. Nevertheless, the impact of social media is seen as on of the triggers for other underlying causes. Social media can also provide health benefits.

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Alexis, Verity. ""Girls these days, they just stand up for themselves like" : the conceptualisations and lived experiences of four adolescent girls who were excluded and placed in alternative provision for difficulties related to 'Social, Emotional and Mental Health' (SEMH)." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702478.

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Background: British legislation and the sociocultural context depict adolescence as being a time of risk, particularly for those identified as having 'Social, Emotional and Mental Health' ('SEMH') difficulties. Osier and Vincent (2003) highlighted a concerning potential trajectory for these young people, especially in terms of their educational and social exclusion. The views of young people who have been excluded have received some exploration, however, the views of girls who have been excluded and placed in alternative provision (AP) have rarely been elicited. Studies have seldom explored girls' understanding of their strengths, difficulties, needs and risk and resilience factors. Aim: The overall aim of the current study was to explore and emancipate the conceptualisations and lived experiences of adolescent girls identified as having 'SEMH,' who- were excluded from school and placed in AP. Methodology: The responses of four adolescent girls in one AP were interviewed using semi- structured interviews, which were analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers and Larkin, 2009). Findings: The girls spoke about their self-perceptions and conceptualisations of gender, family and life, experiences of bullying and social exclusion, and of managing strong emotions, in ways that could be categorised as internalising or externalising, and their experiences of difficulty, disaffection and exclusion. The girls also shared experiences of inclusion and AP. Discussion: The study demonstrated that the girls were capable of expressing their thoughts and feelings reflexively and coherently. The changing landscape of Special Education Needs (SEN) constructs from 'SEBD'to 'SEMH' with the recent SEN Code of Practice (DfE, 2014) raises issues surrounding the nature and causes of difficulties for adolescents and the efficacy of labels. The role for Educational Psychologist (EP) involvement was also considered. Conclusion: Future research should continue to promote the voice of young people, particularly vulnerable pupils such as girls identified with 'SEMH' difficulties.

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Storey, Elizabeth D. "Early Identification Of Students In Accelerated Curricula With Signs Of Academic And Emotional Risk: Working With Teachers To Identify At-Risk Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7579.

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As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, students in Advanced Placement classes or in the International Baccalaureate program; AP/IB). When teachers are involved in universal screening procedures, regardless of student population served, training strategies to improve teacher accuracy in identifying students at-risk have resulted in gains in teacher knowledge of mental health disorders, but not improvements in accuracy (Deacon, 2015; Moor et al., 2007; Veira et al., 2014). This study examined prevalence of academic and emotional risk among 352 9th grade AP/IB students (enrolled in AP Human Geography or IB Inquiry Skills) in seven schools. Within a subgroup of 245 students (from five schools) who also participated in a teacher nomination procedure, this study also examined the accuracy of teachers (N = 6) in identifying the students who demonstrate signs of risk academically (defined by low grade in class or overall GPA) or emotionally (defined by high levels of perceived stress and low school satisfaction). Almost one in four students (24.17%) were designated as at-risk academically for either low course grades or GPA, and almost one in three students in the sample (28.88%) met at-risk criteria for emotional risk for either low school satisfaction or high perceived stress. In terms of teacher accuracy, teachers were found to have a high sensitivity and specificity identifying students with academic risk (90% sensitivity and 90.32% specificity across all 6 teachers). Mirroring previous research, teacher accuracy identifying students at-risk emotionally was lower (42.42% sensitivity and 76.14% specificity across all 6 teachers). The study also explored patterns in at-risk students missed by teachers, based on student characteristics such as gender, race, socio-economic status, risk severity, and risk type. Due to a low sample size of teachers, analyses were unable to detect differences in the rate of students missed across different student variables. Finally, the study advanced and evaluated the effects of a brief teacher training and feedback intervention intended to increase accuracy in identifying students at-risk. Low sample sizes again precluded identification of meaningful statistical differences. Although statistical findings were limited, quantitative and qualitative acceptability measures indicated high participant acceptability and feasibility for the new intervention. Conclusions from the study may be used within a population-based framework of student mental health services, to best inform early identification methods of students in accelerated curricula at-risk for diminished academic and emotional success, and working with teachers in screening efforts. Further, future research points to continued need to evaluate the brief teacher intervention with larger sample sizes to evaluate any possible intervention effects.

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Johansson, Frida. "Påverkande faktorer av arbetet på tjejjourerna : En kvalitativ litteraturstudie." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6350.

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I Sverige finns cirka 60 tjejjourer som ideellt arbetar för att stötta och stärka unga kvinnor vars psykiska ohälsa fortsätter att öka. Statistiskt sett så finns klara samband mellan den psykiska ohälsan bland flickor i Sverige och orsak till varför de stödsökande hör av sig till tjejjourerna och andra ideella organisationer. Syftet med studien var att beskriva vad jourerna gör för att förbättra den psykiska ohälsan bland flickor samt att beskriva faktorer som påverkar det ideella arbetet på tjejjourerna enligt de aktiva medlemmarna. En kvalitativ intervjustudie användes som metod. Sju intervjuer genomfördes på aktiva medlemmar på olika tjejjourer och analyserades med hjälp av en innehållsanalys. Resultatet baseras på två teman jourverksamheten och den utåtriktade verksamheten samt fem kategorier, jourens uppbyggnad, stödsökande, resurser, förebyggande arbete och samverka. Tjejjourernas stödbidrag, anställda och aktiva medlemmar påverkar i vilken utsträckning de har möjlighet att arbeta förebyggande. Hjälp till självhjälp samt att stötta och stärka var prioritet i jourverksamheten trots att behov finns i den utåtriktade förebyggande verksamheten. Studien visar på att det läggs allt mer ansvar på landets tjejjourer från bland annat myndigheter att ta hand om tjejer som behöver stöd. Samarbetet i kommunerna mellan tjejjourer och andra instanser behöver förbättras. Det viktigaste förebyggande arbetet sker på skolorna och kommunen bör uppmärksamma att tjejjourerna kan betraktas som ett komplement i detta forum.
In Sweden there is about 60 organisations that works voluntary to support and empower young woman whose mental illness continues to increase. The purpose of this study was to describe factors that affect the volunteer work at these organisations by the active members. A qualitative interview was used as method. Seven interviews conducted on the active members in different organisations and analyzed by a content analysis. The results are based on two themes,- organisation activities and external activities as well as five categories, organisation structure, support seekers, resources, prevention and interact. The girls voluntary organisations are affected to wich extent they are able to work preventively by the support contributions, employees and active members. Self-help and to support and strengthen was the priority in the organisations although there is a need in the external prevention activities. The study shows that there are more and more responsibility on the girls organisations from other authorities. The cooperation in the municipality between the voluntary organisations and others needs to be improved. The most important preventive work is done at school and the municipality should be aware that girls voluntary organisations can be seen as complementary in this forum.

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Guenther, Stephanie-Kaye. ""An I don't give a damn 'bout my bad reputation": The Effects of Family Type and Patriarchy in the Home on Female Adolescent Delinquency and Mental Health." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/296.

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This study examined the connection between household type and delinquency and depressive symptoms for female adolescents. The present study draws its claims from Power-control theory which, at its most abstract level, predicts gender differences in delinquency based on the level of patriarchy in the family and the theoretical works of Sarah Rosenfield, who argues that it is the over control of females that causes them to have higher rates depression than males. This study hoped to build on research that links differences in family type and parental control to sex differences in delinquency by using the Power-control theory to look depressive symptoms among female adolescents. Past studies looking at female delinquency attempt to understand why females are under representative in crime statistics when compared to their male counterparts. These studies focus most of the attention on the social control placed over females. Using the National Longitudinal Study of Adolescent Health, the findings showed that, contrary to claims made by power-control theory, patriarchal family did not predict delinquent behavior or depressive symptoms for female adolescents. Further analysis included an instrument of control, parental attachment, risk perceptions and found significant results. Race was also significant in several models. The parent-daughter relationship was most significant in predicting outcomes of depressive symptoms and delinquent behavior. Those who reported close relationships with their parents were less likely to report depressive symptoms and delinquency behavior.

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Sandberg, Elin. "DISA: en depressionsförebyggande metod för tonårsflickor : Deltagarnas perspektiv och deras sinnesstämningsförändring." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14300.

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Background: Mental ill-health among adolescents is one of the most increasing public health problems in Sweden. Particularly girls suffer from mental and psychosomatic symptoms. The National Board of Health and Welfare recommend the DISA method as a preventive measure. Problem: Investigations has been done of the DISA method, but further investigations needs to be done. Aim: The aim of the study was partly to investigate how participants in DISA groups in two counties understand the method and its eventual effect and partly how their mood change, to contribute with knowledge to the development of the DISA method. Methods: A questionnaire and the self-report CES-D scale were collected from a population of 154 participants. A statistical analysis with Paired-Samples T Test carried out to examine if the difference between the sum of points of the group from the first and the last completing of the self-report CES-D scale was statistical guaranteed. Results: The participants were most satisfied with the group size and the rules. They were less satisfied with the mood diary and the homework. They wanted to talk less about negative thoughts and wanted it to be voluntary to participate in a DISA group. The participants got better insight and understanding of mental health and mental ill health. It is statistical significant that the average sum of points of the participants got lower the last time they completed the self-report CES-D scale compared to the first time. Conclusion: There are many indicators who points out that DISA is a well functioning depression preventive method.

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Pepperell, Jennifer L. "The experience of gifted girls transitioning from elementary school to sixth and seventh grade." Thesis, 2006. http://hdl.handle.net/1957/1361.

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Graduation date: 2006
The purpose of this dissertation was to explore the experience of gifted girls transitioning from elementary school to sixth and seventh grade. The current counseling literature in this area found that gifted girls often struggle emotionally when transitioning to sixth and seventh grade. The bulk of this literature was based on quantitative research methods, and often on girls who were older. For the field of counseling it is important to add literature to the field that expresses the views of girls who are in sixth and seventh grade, and that their views are expressed qualitatively. Qualitative research methods were utilized for this study, specifically the use of grounded theory. Seven research participants were selected and interviewed over a four-month period. Three of these participants were in sixth grade at the conclusion of the study, and one was in seventh grade. Three seniors in high school were also interviewed to provide confirming data throughout the study. The interview data was coded and analyzed using grounded theory techniques. The major findings of this study were that for these gifted girls transitioning from elementary school to sixth and seventh was not as difficult as the literature had stated. With a strong sense of identity, these gifted girls were able to balance their desire to work hard academically and their interest in extra-curricular activities. In being able to balance their academic lives, they were able to make friends and build connections. The connections they made in turn contributed to their sense of self and their experiences of sixth and seventh grade. The implications of these findings are that gifted girls who have a strong sense of who they are, and a connection to others can move through this transition smoothly. For counselors working with this population it provides another understanding of the issues that face gifted girls in sixth and seventh grade.

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Snyman, Marina Velma. "Young adolescent girls' experience of non-clinical depression." Thesis, 2014. http://hdl.handle.net/10210/9850.

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M.Phil. (Adolescent Guidance)
Research studies indicate that so-called non-clinical or normal depression is a common and widespread phenomenon amongst adolescents and that the rate of depression increases dramatically in early adolescence, particularly amongst adolescent girls. Although depression is generally considered as a mood isturbance, it is in effect a whole body experience involving the mind, body and spirit of the adolescent and can cause a variety of future adjustment problems. Current research on adolescent depression indicates that depression is particularly responsive to intervention and that early identification will prevent the development of a pernicious form of depression in adolescents. This study thus focuses on the early identification of non-clinical or normal depression in girls in early adolescence. Guidelines are described to support them in their experience of normal depression. The application of guidelines is thus preventive in nature and aimed primarily at supporting the young adolescent girls. The research design followed in this study can be described as a qualitative design with an exploratory, descriptive and contextual focus. Data was collected by means of phenomenological interviews and field notes. A literature control was used to verify the findings. The study was conducted in two phases. In phase one young adolescent girls' experience of non-clinical depression was explored. In phase two the collected data was used as the basis for inferring and describing guidelines to support young adolescent girls who experience non-clinical depression. After the data was analysed, two broad themes were identified and were used as a basis to describe guidelines that can support young adolescent girls who experience normal depression. The first theme reflects their perception of how they experience nonclinical depression, while the second theme reflects the influence of dysfunctional interpersonal relationships between their family, peers or teachers and themselves in precipitating or maintaining their experiences. Guidelines inferred from these themes were described that could be applied to support them in these experiences. The findings from this study reveal that the young adolescent girls are not yet clinically depressed, However, if intervention measures are not implemented to support them, their feelings and experiences could develop into clinical depression. It is hoped that this study will assist in the early identification of non-clinical depression in young adolescent girls and that the guidelines will support them so that the development of clinical depression can be prevented.

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Maldonado, Martinez Adriana. "Structure and risk of Internalizing Problems in preschool boys and girls in São Paulo, Brazil." Thesis, 2021. https://doi.org/10.7916/d8-kzvf-dj96.

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(1) Problem: Research on internalizing problems in young children is scarce despite evidence that children can have problematic internalizing symptoms as early as preschool years 1-3. In preschoolers, it is difficult to observe internalizing problems directly. While they are not overtly socially disruptive behaviors4, they have negative consequences in their daily lives, can continue in adolescence, and potentially develop into disorders in later years 5-7. Studying internalizing problems in preschoolers is of particular importance in Low- and Middle- Income Countries (LIMC) since there may be a higher prevalence of common risk factors (such as parental psychopathology, violence, and neglect) than in High-Income Countries. According to the World Health Organization, in 2015, Brazil (a LMIC) ranked first in the past-year prevalence of anxiety (9.3%) and fifth in the prevalence of depression (5.8%) 8,9 in people aged 15 years or older. Preschoolers in São Paulo, Brazil, have an estimated six-month prevalence of internalizing problems of 25.4%. There are few estimates in other regions of Brazil, partly due to the lack of validated scales to measure them. In addition, it is unknown if the disparate rates by sex (females have at least twice the rates of males) seen in adolescence and adulthood could be detected at an early age. This dissertation's primary goal is to advance our understanding of internalizing problems in preschoolers in Brazil, a LMIC that is highly affected by psychopathology and associated disability. (2) Methods: First, a systematic literature review on the topic in LMIC was conducted. Second, data from the Preschool Mental Health Survey (the PreK Survey), with a representative sample (n=1,292) of preschoolers aged 4 to 5 years old and their caregivers in the city of Embu das Artes, São Paulo, was used to: (a) do Confirmatory Factor Analysis (CFA) of the internalizing section of a worldwide known assessment tool for problem behaviors in preschoolers (the Child Behavioral Checklist CBCL 1.5-5); and (b) conduct multigroup CFA to examine differences by sex in the structure of internalizing problems. Finally, Generalized Linear Models for complex data were used to assess the risk of internalizing syndromes by parental depression, severe physical or verbal violence, and low-quality time with parents differentially by sex of the preschoolers. (3) Conclusions: From the literature review, a scarcity of research on internalizing problems of preschoolers was found in LMIC. Hence, (a) only a few risk factors, mainly parental psychopathology, have been explored in most LMIC; and (b) the large majority of studies in LMIC in the Americas use the CBCL 1.5-5 or other scales not validated for their study population. From the multigroup CFA, it was concluded that (a) the construct of internalizing problems in the CBCL 1.5-5 is valid in preschool boys and girls in São Paulo, Brazil, and in similar contexts, supporting previous and future studies on the topic; and (b) the main syndromes of internalization are "Anxiety/Depression" and "Emotionally Reactive." From the assessment of risk, it was concluded that (a) the main risk factor for internalizing problems in preschoolers in Brazil is parental depression; (b) externalizing problems are highly correlated with internalizing problems and are the main source of confounding; (c) there were no significant differences by sex in the prevalence of risky exposures, but they were all significantly associated with internalizing problems; (d) there were significant differences by sex in the mean scores of internalizing syndromes, and in the associations of risky exposures and internalizing problems, highlighting the need of a differential approach to primary prevention and treatment in preschool boys and girls.

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Burkart, Sarah A. "Does Change in Physical Activity Predict Mental Health Outcomes in Pre-Adolescent African American Girls?" 2015. https://scholarworks.umass.edu/masters_theses_2/184.

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Pediatric obesity is a significant clinical and public health issue for African American girls in which low physical activity (PA) is a contributor. The mother-daughter relationship (MDR) has rarely been examined in the context of improving health behaviors such as PA and mental health outcomes (MHO) within this population. PURPOSE: To examine if change in PA following a 12-week culturally-tailored mother-daughter PA intervention predicts change in MHO variables (self-esteem, depressive symptoms, body image dissatisfaction) and MDR in pre-adolescent African American girls. METHODS: Mothers (n=27; age=36.0±17.0 years; body mass index (BMI)=34.0±7.4 kg/m2) and daughters (n=27; age=9.0±1.4 years; BMI=20.3±5.7 kg/m2, BMI percentile=73%) randomized to the mother-daughter dance group were examined in this analysis. Physical activity levels were assessed with Actigraph GT3X+ accelerometers for seven days and validated questionnaires. Mental health outcome variables and MDR were assessed using validated questionnaires. Spearman correlations were used to examine associations between variables. MANOVA was used to assess differences in PA levels across three time points. Paired t-tests and ANOVA were used for MHO variables and MDR across two and three time points, respectively. Simple regression was used to assess if PA self-efficacy and MDR mediated changes in PA. Hierarchical linear modeling (HLM) assessed if changes in PA variables predicted changes in MHO variables. RESULTS: Several significant correlations were observed at baseline and post-intervention such as the negative relationships between daughters’ light PA (% time) and depressive symptoms as well as a daughters’ BMI percentile and body image dissatisfaction. Significant reduction was observed in daughters’ self-reported PA (p=0.04) pre- to post-intervention. No other significant changes were observed. Change in PA did not predict change in MHO variables, but there was a negative effect of average BMI percentile on self-esteem (p=0.017) and body image dissatisfaction (p=0.002). CONCLUSION: In this sample of pre-adolescent African American girls, change in objectively measured PA did not predict change in MHO. The lack of significant findings could be attributed to low attendance of the intervention. Future studies should examine these relationships in a larger sample and explore the use of technology to combat low attendance.

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Callicoatte, Alison Noel 1970. "The connection between academic achievement and dpression among adolescent girls and boys." 2008. http://hdl.handle.net/2152/18229.

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This dissertation applies the life course framework to understanding gender differences in the connection between academic performance and mental health. The premise for this study is based on the paradox that girls perform better in school but get less of a boost to their sense of well being from their achievement relative to boys. The life course perspective focuses both on how different pathways, such as academics and mental health, intertwine and the need to study important transitions, such as the transition from adolescence to young adulthood. This research addresses this transition by considering the consequences of the gender paradox on college enrollment and persistence. The quantitative analyses utilize Waves I, II, and III of the National Longitudinal Study of Adolescent Health (Add Health). Results indicate that academic performance and depression were positively correlated for girls and negatively correlated for boys. Adolescent gender differences in depression are driven by the high achieving segment of the student population because girls tend to get less of a mental health boost from earning good grades across the board. This is especially pronounced in high school. The end result is a slight chipping away at the well-documented advantages girls have in postsecondary education.
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Lung, Jing-Yeu, and 龍靜宇. "A Study of Learning Stress, Social Capital and Mental Health of Elementary Students-The Case of Artistically Gifted Classes in Taoyuan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zdnkc5.

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碩士
元智大學
社會暨政策科學學系
107
The purpose of this study is to explore the current situation, differences, and correlations of students' learning stress, social capital, and mental health. Questionnaires were used to collect data and conduct statistical analysis. Taking students in Taoyuan City's artistically talented classes in elementary schools as the research object, a total of 426 questionnaires were sent out while 402 valid ones were collected. The first finding is that the students in the artistically talented classes of elementary school hold low learning stresses, good social capital and mental health. Second, the students in dance classes suffer more learning stress than those in music classes and art classes. Third, girls have higher pressure of self-expectation and performance of teacher-student interaction, while boys present better performance of self-efficacy. Besides, higher social capital and mental health is shown in third-grade students. About family, students possess higher learning stress when living with grandparents or single parent. Meanwhile, students with a parental education level of "Master or Ph.D." have better peer-to-peer cooperation and better self-efficacy. All in all, students with better performance in social capital, present a better performance in mental health and lower learning stress. Designing to offer a ideal education, the government is recommended to organize more art activities, increasing the opportunity for the student showing their merit. Schools take enhancing students’ cooperation efficacy as a major, promoting community social capital of students, for making art learning more meaningful.

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Yi-YingLi and 李奕瑩. "The Difference between Single-sex and Co-ed Classes in Self-concept, Gender Stereotype and Mental Health of Gifted Students in Public Senior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26275510062044120343.

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碩士
國立成功大學
教育研究所
102
The main purpose of this study was to investigate the influence of environment factors (single-sex or co-ed classes) on the self-concept, gender stereotype and mental health of gifted students in public senior high school. By using data from Taiwan Education Panel Survey (TEPS), 525 students were selected. There were 179 girls (72 female students were from single-sex classes) and 346 boys (104 male students were from single-sex classes) in the survey. The main findings of this research were stated as follows: 1.Students in single-sex classes had significantly higher scores in mathematics performance than that in co-ed classes. 2.Controlling for mathematics performance, no significant difference was found in the gifted high school female students from different environment (single-sex or co-ed classes) on self-concept. 3.Controlling for mathematics performance, male students from single-sex classes had significantly higher scores in self-concept than that from co-ed classes. 4.No significant difference was found in the gifted high school students from different environment (single-sex or co-ed classes) on gender stereotype. 5.Controlling for mathematics performance, no significant difference was found in the gifted high school students from different environment (single-sex or co-ed classes) on mental health. According to the above findings, some suggestions and implications for educators were also proposed.

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Gouws, Cheryl. "A socio- educative analysis of aggressive behaviour displayed by adolescent girls." Diss., 2009. http://hdl.handle.net/10500/2970.

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The successful social development of adolescent girls is dependent on the acquisition of the skills required to face the challenges of adult life. Young girls are faced with the problem of a growing aggressive behaviour displayed by the girls who are supposedly their friends. This aggressive behaviour may negatively affect social, psychological or emotional development, possibly resulting in long term social adjustment problems. This investigation identifies the types and causes of aggressive behaviour displayed by adolescent girls, with the intention of ultimately identifying strategies to address aggressive behaviour. The implementation of a schoolbased approach, including all sectors involved in the education of the child in a whole-school programme to address aggressive behaviour, is recommended. Including all parties, firmly committed to addressing aggressive behaviour from a preventative perspective, may result in reducing aggressive behaviour and possibly provide adolescent girls with the coping skills required for successful social development.
Educational Studies
M.Ed. (Socio-Education)

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Stiglingh, Marelize. "Die gebruik van groepterapie ter bevordering van interpersoonlike verhoudingsvaardighede by adolessente koshuisdogters." Thesis, 2002. http://hdl.handle.net/10500/1106.

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Zwarts, Hannelie Louise. "Implementering van groepsterapie by adolessente koshuisdogters, waarvan die ouers geskei is." Diss., 1999. http://hdl.handle.net/10500/17885.

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Text in Afrikaans
Hierdie studie handel oor die implementering van groepsterapie met adolessente koshuisdogters, waarvan die ouers geskei is. Die navorser het bevind dat die meeste koshuisdogters se probleme nie in een dag per week, deur 'n diensdoenende onderwyser in die koshuis aangespreek kan word nie. Hierdie bevinding het die vraag laat ontstaan of groepsterapie in die koshuis geimplementeer kan word. Daar was nie voldoende literatuur in sake groepsterapie by normale kinders nie en daarom is 'n loodsstudie van stapel gestuur. Die doelstelling van die studie is om groepsterapie te implementeer by adolessente koshuisdogters. Daar was baie koshuisdogters, waarvan die ouers geskei is, en daarom is die steekproef verder verfyn. 'n Praktiese handleiding, insluitende werkkaarte, is saamgestel sodat groepsterapie vir enige Opvoedkundige Sielkundige toeganklik kan wees. Die groepsterapie is prakties geimplementeer. Die navorsing bevestig dat groepsterapie met adolessente koshuisdogters, waarvan die ouers geskei is, geimplementeer kan word.
This study deals with the implementation of group therapy with adolescent girls in hostels, whose parents are divorced. The researcher came to the conclusion that teachers, who do duty in the hostel, once a week, cannot give enough attention to those girls who have problems. This conclusion raised the question of whether it would be feasible to implement group therapy in the hostel. There was insufficient literature, concerning group therapy with normal children, and therefore the researcher initiated a pilot study. The aim of the study was to implement group therapy with adolescent girls in the hostel. There were many girls in the hostel whose parents were divorced and so the sample was further curtailed. A practical manual including worksheets were compiled to be easily accessible to any Educational Psychologist doing group therapy. The group therapy was practically implemented and confirmed that group therapy can be implemented.
Psychology of Education
M. Ed. (Sielkundige Opvoedkunde (Voorligting))

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40

Springer, Clodagh A. L. "The pain of exclusion: towards a theological ethic of inclusion for a faith-based independent girls school in South Africa." Diss., 2019. http://hdl.handle.net/10500/26407.

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Abstract:

Abstracts in English, Afrikaans and Zulu
In this study, social exclusion in an independent, faith-based girl’s school in South Africa was investigated. Bullying is widely recognised as being unacceptable and is addressed by many schools in the form of anti-bullying policies. However, on ongoing basis, girls are being socially excluded from relationships and because this behaviour is often so subtle, it is neither recognised as a form of bullying nor is it being addressed within schools. Theologians argue that educational institutions ought to evaluate the ethical dimension of knowledge construction and that a focus on moral norms, values and virtues need to be a fundamental part of such communities, so that the well-being of its members is fostered. Unless problems such as social exclusion are understood from a theological-ethical perspective, it is unlikely that there will be a permanent change in girls’ behaviour. Changing societies that accommodate bullying requires changes in perspectives, attitudes and behaviour, and schools can make a significant contribution in providing a community in which every child feels accepted and is afforded dignity. This study offers a theoretical-ethical perspective of social exclusion and draws on insights from the fields of theological ethics, sociology, psychology and anthropology. The reasons why girls are socially excluded, the girls’ and the school’s systemic patterns of behaviour and what educators can do to develop an inclusive community are identified. To determine to what extent the theory was supported, alumnae were asked to complete the questionnaires and be interviewed. Some staff members also completed questionnaires and agreed to be interviewed. The findings of the empirical research indicated that the theoretical research was largely supported. Some interesting observations emerged from the questionnaires and interviews that expanded the understanding of social exclusion. One important finding was that the girls who are being excluded from social relationships feel that they are to blame and that they somehow deserve to be excluded. They experience strong feelings of shame as well as loss of self-esteem. This prevents them from discussing or reporting the problem and therefore the structures that are in place for such reporting are not effective. Another important finding was that there is a disconnection between the girls and the staff regarding the effectiveness of current interventions. Therefore, based on the theoretical research and the findings of the empirical data, this dissertation makes recommendations for establishing a community that promotes the well-being and dignity of all.
In hierdie studie is ondersoek ingestel na sosiale uitsluiting in ’n onafhanklike, geloofsgebaseerde meisieskool in Suid-Afrika. Treitering word wyd as onaanvaarbaar erken en word deur baie skole in die vorm van anti-treiterbeleide aangeroer. Dit is egter so dat baie meisies voortdurend op sosiale vlak uit verhoudings gesluit word en omdat hierdie gedrag so subtiel is, word dit nie as ’n vorm van treitering erken nie en dit word ook nie in skole aangespreek nie. Teoloё voer aan dat opvoedkundige instellings die etiese dimensie van kenniskonstruksie behoort te evalueer en dat ’n fokus op morele norme, waardes en deugde noodwendig ’n fundamentele deel van sodanige gemeenskappe behoort te wees sodat die welsyn van gemeenskapslede bevorder kan word. Tensy probleme soos sosiale uitsluiting vanuit ’n teologies-etiese perspektief hanteer gaan word, is dit onwaarskynlik dat daar enige permanente verandering in die meisies se gedrag sal wees. Om samelewings wat treitering akkommodeer te verander, vereis verandering in perspektiewe, houdings en gedrag en skole kan ’n aansienlike bydrae lewer om ’n gemeenskap te vestig waarin elke kind aanvaarding en waardigheid ervaar. Hierdie studie bied ’n teoreties-etiese perspektief ten opsigte van sosiale uitsluiting en steun op insigte uit velde soos sosiologie, sielkunde en antropologie. Die studie identifiseer redes waarom meisies sosiaal uitgesluit word, die meisies sowel as die skool se sistemiese gedragspatrone, en wat opvoeders kan doen om ’n inklusiewe gemeenskap te ontwikkel. Om te bepaal tot watter mate die teorie ondersteun word, is oudleerders gevra om vraelyste te voltooi en om aan onderhoude deel te neem. Sommige personeellede het ook vraelyste voltooi en tot onderhoude ingestem. Die bevindinge van die empiriese navorsing het getoon dat die teoretiese navorsing grotendeels ondersteun word. ’n Paar interessante waarnemings het uit die vraelyste en onderhoude geblyk. Hierdie waarnemings het die verstaan van sosiale uitsluiting heelwat verbreed. Een belangrike bevinding is dat meisies wat van sosiale verhoudings uitgesluit word, voel dat hulle die blaam daarvoor moet dra en dat hulle om een of ander rede verdien om uitgesluit te word. Hulle ervaar sterk gevoelens van skaamte sowel as verlies aan selfwaarde. Dit weerhou hulle daarvan om die probleem te bespreek of te rapporteer en daarom is sodanige rapporteringstrukture nie doeltreffend nie. ’n Ander belangrike bevinding is dat daar nie ’n uniforme begrip is tussen die meisies en die personeel ten opsigte van die doeltreffendheid van huidige intervensies nie. Daarom, gebaseer op die teoretiese navorsing en die bevindinge van die empiriese data, maak hierdie dissertasie aanbevelings ten opsigte van die skep van ’n gemeenskap wat die welstand en waardigheid van almal bevorder.
Kwesi sifundo kuphandwe ngokubukulwa kwisikolo samantombazana esizimeleyo nesisekelwe elukholweni eMzantsi Afrika. Ububhovubhovu buthathwa jikelele njengento engamkelekanga kwaye kuyaliwa nabo kwizikolo ezininzi ngokusebenzisa imigaqo nkqubo yokulwa ububhovubhovu. Noxa kunjalo, kuyaqhubeka ukubukulwa kwamantombazana kubudlelwane obuthile. Ngenxa yokuba lo mkhwa usenzeka mayana kakhulu, awuqondwa njengobubhovubhovu kwaye akukho nto yenziwayo ezikolweni. Iingcali zakwaLizwi zithi amaziko emfundo kufuneka ayivavanye inkalo yolwazi lwesimilo esinyulu, agxininise kwiinqobo zokuziphatha, nezexabiso lobuntu ekufuneka zibe yinxalenye esisiseko kwabahlala kula maziko, ukwenzela ukuba baphatheke kakuhle bonke abahlala apho. Ukuba iingxaki ezifana nokubukulwa aziqondwa ngokwenkalo yezokholo nobunyulu, mhlawumbi akungekhe kubekho umahluko ekuziphatheni kwamantombazana. Ukuguqula uluntu olwamkela ububhovubhovu kufuna ukutshintshwa kweembono, izimvo nokuziphatha kwaye ke izikolo zingafaka igxalaba kakhulu ekumiseleni imiphakathi apho wonke umntwana eziva amkelekile, aphatheke ngesidima. Esi sifundo siveza inkalo yokucinga esekelwe kwingcingane yobunyulu yokubukulwa, kwaye ithabathela kwizimvo zezifundo zobunyulu bezokholo, ezentlalo, ezobume bomphefumlo nengqondo, nezeengcambu zoluntu nezizwe. Izizathu zokubukulwa kwamantombazana ekuhlaleni, imigaqo nkqubo yezikolo nokunokwenziwa ziititshala ekuphuhliseni imiphakathi edibanisayo yimiba echongiweyo. Ukuze kubonwe ukuba ingaba le ngcingane inenkxaso engakanani na, kwacelwa abafundi bakudala beli ziko ukuba baphendule uluhlu lwemibuzo, bavume nokudlana indlebe nabaphandi. Bakhona nabanye abasebenzi beziko abaluphendulayo uluhlu lwemibuzo, bavuma nokudlana indlebe nabaphandi. Okwafunyaniswayo kuphando olusekelwe kubungqina babonisa ukuba ngokwenene, ingcingane yophando yayinenkxaso kakhulu. Kwavela amanqaku anomdla kwiimpendulo zemibuzo nodliwano ndlebe, kwaye oko kwalwandisa ulwazi malunga nokubukulwa eluntwini lwendawo. Okunye okubalulekileyo phakathi kwezinto ezafunyaniswayo yaba kukuba amantombazana abukulwayo kubudlelwane nabanye babeziva ngathi banetyala, kwaye bafanele ukubukulwa. La mantombazana ayeziva engathi asehlazweni kwaye ayengazixabisanga. Le nto yenza ukuba angayixeli le mpatho, angafuni nokuba kuxoxwe ngayo. Ngoko ke imiqathango ebekelwe ukuxela lo mkhwa ayisebenzi. Kwaphinda kwafunyaniswa ukuba kukho ukungadibani phakathi kwamantombazana nabasebenzi malunga nempumelelo yemiqathango yokuwakhusela. Ngoko ke, ngokukhokelwa luphando lwengcingane nobungqina obufunyaniswe kuphando, le ngxelo yophando inika iingcebiso zokuseka umphakathi okhuthaza ukuphatheka kakuhle nangesidima komntu wonke.
Philosophy, Practical and Systematic Theology
M. Th. (Theological Ethics)

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41

Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.

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This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.
Educational Management and Leadership
M. Ed. (Educational Management)

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Dissertations / Theses on the topic 'Gifted girls – Mental health'

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