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Duell, Natasha Tahrgol. "Positive Risk Taking in Adolescence." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/513529.
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PsychologyPh.D.
Adolescents evince a more heightened propensity for risk taking than children and adults. This propensity can be directed toward negative (e.g., illegal or health-compromising) or positive (e.g., socially acceptable and beneficial) risk behaviors. Much existing research on adolescent risk behavior focuses on negative risk taking due to the public health implications of engaging in these behaviors. However, it is also important for society to promote youth engagement in positive risk behaviors that may benefit the well-being of adolescents and those around them. The present study explored positive risk taking in a sample of 164 American adolescents (45% female) ages 16-20 (M = 17.9; SD = .72). There were three central aims: (1) develop a reliable self-report measure of positive risk taking and examine its association with self-reports of negative risk taking and several behavioral measures of risk taking; (2) explore the extent to which previously established psychological correlates of negative risk taking are also associated with positive risk taking; (3) determine whether positive risk taking is associated with indicators of positive functioning, such as academic orientation, grit, and mental health. Results indicated that positive risk taking was associated with greater self-reported negative risk taking, and greater risk taking, feedback learning, and punishment sensitivity on experimental risk taking tasks. Although positive risk taking was not associated with grit or internalizing symptoms, positive risk taking was positively associated with stronger school engagement and better school performance. Future directions and applications to positive youth development programming are discussed.
Temple University--Theses
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Hedvat, Atara Tatelman. "Family and Contextual Variables as Predictors of School Engagment and Developmental Outcomes in Adolescence." Thesis, Boston College, 2008. http://hdl.handle.net/2345/615.
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Thesis advisor: Jacqueline LernerPrevious research has found higher levels of school engagement to be related to various positive outcomes such as higher academic achievement, higher levels of competence, lower depression, and better personal adjustment. Overall, there is strong evidence to suggest a broad positive association between school engagement and a variety of academic, social, and emotional outcomes. However, existing work has certain limitations and some important questions remain to be addressed. In an effort to address the limitations of previous research, this study aimed to establish the within and across time relationships between family and contextual variables and school engagement. The sample for this longitudinal study included 596 students who were part of the 4-H Study of Positive Youth Development. These students were first surveyed in the fifth grade and completed subsequent questionnaires in the 6th and 7th grade (44% male; 56% female). In addition to the CES-D, several scales were constructed from the broad array of measures used in the 4-H study. The goals of this research were to identify the within and across time family and contextual predictors of school engagement, the predictors of the emotional and cognitive outcomes that result when adolescents are engaged in school, and to determine whether school engagement acts as a mediator between the variables of school climate, teacher support and parental involvement and the outcomes of grades, perceived academic competence, depression, educational aspirations, and educational expectations. The effects of gender, SES, and race were also examined. Statistical tools including regression analysis and tests of mediation were used. The findings indicated that the predictors of school engagement varied for 5th, 6th, and 7th graders in this sample. The changing predictors of school engagement and thus, the ways in which school engagement mediated the relationships between family and contextual variables and developmental outcomes demonstrated the fluidity of the adolescent and their changing needs and influences. These findings also illustrated the value of the longitudinal design of this study
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Applied Developmental and Educational Psychology
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Gilbert, Rachel. "Promoting positive identity development in young people." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13756/.
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Little research has looked in detail at the subjective experience of adolescents who have been admitted to psychiatric hospital and the potential impact of this on their developing identity. This study aimed to construct a theory of the perceived impact of hospitalisation on the identity of young people admitted to a psychiatric ward, the ways young people might manage threats to their identity and any perceived impact of diagnosis. Nine young people aged 15-17 were interviewed in depth about their experience of admission and any perceived impact on their identity. Young people were current in-patients or ex-patients attending follow-up treatment in the community. Grounded theory methodology was employed in this study. A preliminary model is proposed showing the process from admission to post-discharge with hypothesised impacts on personal and social identity at each stage. Positive outcomes were associated with an improved sense of self and self-efficacy. In contrast, the development of an “illness” explanation for one’s difficulties while in hospital may be a risk for a more negative self-concept and a less favourable future outlook. The study concluded that longitudinal research is required to ascertain long-term outcomes of the proposed model. Emphasizing psychological formulation may ameliorate the perception of individual ‘deficit’ that appeared to be associated with diagnosis.
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Morris, Stacy Lynn. "Adolescent Girls’ Contributions to Community and Society: Exploring Perceptions, Goals and Motivations." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108110.
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Thesis advisor: Jacqueline V. LernerYouth contribution is important to the development of a healthy society (Lerner, Dowling et al., 2003; Schmid & Lopez, 2011). As youth develop on positive trajectories, they engage in higher rates of contribution to self, family, community, and civil society (Lerner, 2004). Many youth believe it is important to participate in contribution-oriented activities, but not many are involved in personally meaningful forms of contribution (Hershberg et al., 2014; Zeldin et al., 2013). In order to engage youth in contribution, and thereby increase the likelihood that they will continue to contribute into adulthood, it is important to understand the processes involved in contribution, the ways in which adolescents experience contribution, and how they conceptualize their role in giving back to the community. In the present research, I addressed the following questions: 1) How do adolescent girls experience contribution in their lives? (a) In which contribution-related activities are they involved? (b) What beliefs do they have about contribution? (2) How do adolescent girls direct their contribution goals or efforts? To whom do they contribute, or want to contribute? (3) What motivations are associated with contribution goals or efforts for adolescent girls? Through in-depth semi-structured qualitative interviews, I investigated adolescent contribution in nine adolescent girls in high school. This subsample of participants is drawn from the Connecting Adolescents’ Beliefs and Behaviors (CABB) Study (Lerner & Johnson, 2014), a longitudinal investigation of youth character development in adolescent students in the New England area. I analyzed the interviews using the Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2006), a method for analysis of qualitative texts. I derived many themes from these texts to address my research questions. Youth expressed a range of contribution experiences, including how they conceptualize what counts as making a contribution. Participants directed their contributions in accordance with their personal social identifications, their future career goals, and people seen as generally “less fortunate.” Youth expressed multiple intrinsic and extrinsic motivators for contributing and wanting to contribute in the future. Implications for future research, programming and policy will be discussed
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.
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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB).
In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB.
For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions.
The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
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Shaw, Stephanie. "Targeting risk and protective factors in early adolescence : a school-based approach to promoting positive development /." [St. Lucia, Qld.], 2007. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20087.pdf.
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Milot, Alyssa. "Positive Youth Development as a Framework for Examining the Relationships Between Conformity to Gender Norms, Social Support, and Adolescent Mental Health." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3805.
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Thesis advisor: James MahalikThe mental health issues of depression and substance abuse are a major public health concern in the U.S. The timing of the onset of depression and substance use is critical to the lifelong prevalence of these issues (e.g., Gayman, Lloyd, and Ueno, 2011). Symptoms of depression during adolescence are associated with major depressive episodes during adulthood (e.g., Pine, Cohen, Johnson, Brook, 1999). Alcohol use during adolescence has been linked to substance abuse in young adulthood (Griffin, Bang, and Botvin, 2010) and adulthood (Chung and Martin, 2011). Due to the influence that adolescent depression and alcohol use has on lifelong development, potential factors related these outcomes during adolescence are essential to examine. The Five C's model of positive youth development (PYD) provided a framework for the current study to understand how internal (e.g., conformity to gender norms) and external (e.g., social support) characteristics of an individual lead to the development of personal qualities of PYD, which in turn are associated with behaviors (e.g., depression, alcohol use; Lerner et al., 2005). A sample of 642 high school students from several Catholic high schools in the Northeast was utilized for the analyses. T-tests indicated that females report greater depressive symptoms compared to males, but no gender differences in alcohol use. Regression analyses indicated significant relationships between greater conformity to feminine norms and decreased alcohol use and increased social support and PYD. Conformity to masculine norms was associated with decreased social support and PYD. The current study expands the existing body of literature by including internal characteristics involving identity such as conformity to gender norms in the Five C's model of PYD and examining both the benefits and costs of one's gender, conformity to gender norms, and social support on PYD, depression, and alcohol use during adolescence. The findings suggest that gender, conformity to gender norms, and social support contribute to the adolescent outcomes of PYD, depression, and alcohol use, which have clinical and developmental implications
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Irving, Carmen Marie. "PARENT-CHILD CONNECTEDNESS AND ITS CONTRIBUTORS AS PREDICTORS OF POSITIVE YOUTH DEVELOPMENT DURING EARLY ADOLESCENCE: A LONGITUDINAL ANALYSIS." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373587741.
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Oberle, Eva. "Positive development in early adolescence : the importance of supportive adults and social competencies for well-being and academic success." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44229.
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Social and emotional well-being and academic achievement are key indicators for positive development and resilience in early adolescence. Central assets fostering positive development include contextual assets (e.g., supportive relationships) and personal assets (e.g., social and emotional competencies). Three studies were conducted to explore the relative importance of positive relationships for social and emotional well-being and academic achievement during early adolescence, and whether social and emotional competencies predict academic achievement longitudinally. Study 1 was a population-based cross-sectional study investigating family, school, and neighbourhood support in relation to social and emotional well-being and academic achievement in a socioeconomically (SES) diverse sample of 3,026 4th graders. All contextual assets positively predicted students’ well-being in a regression analysis. A significant interaction between SES and school support indicated that school support had a protective function for low SES students; a significant interaction between SES and family support indicated that family support was more important than SES in predicting students’ well-being. Furthermore, SES and family support were positive predictors of both reading and math achievement. Study 2 investigated the relative importance of personal (optimism) and contextual (positive peer relationships and home, school, and neighbourhood support) assets for life satisfaction in a cross-sectional sample of 1,402 4th to 7th graders. Multilevel modeling analyses suggested that optimism and the four contextual variables significantly and positively predicted life satisfaction. School and neighbourhood support aggregated at the school level significantly predicted life satisfaction beyond their significant role at the individual, non-aggregated level. Study 3 was a short-term longitudinal study examining social and emotional competencies in 461 6th grade students as predictors of academic achievement in grade 7. Regression analyses revealed that social responsibility goals positively predicted reading achievement for boys only. Moreover, teacher-rated social-emotional skills positively predicted reading achievement for both boys and girls. With regard to math, only teacher-rated social-emotional skills predicted academic achievement. The importance of investigating social and emotional well-being and competence in conjunction with personal and contextual assets in early adolescence is discussed. Theoretical and practical implications of the findings along with the strengths and limitations of the three studies are put forth.
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McDermott, Beverley E. "Promoting Positive Development: Family Processes and Risk Behavior Among Adolescents." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/577.
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The present study is designed to address the problem of risk behaviors among adolescents, in an effort to promote positive developmental trajectories. Previous studies have resulted in divergent findings pertaining to the predictors of adolescent engagement in risk behaviors. In addition to considering this divergence, the focus of the study is the nature of bidirectional individual ó contextual relationships and their influence on adolescent engagement in risk behaviors. The study tested two models that considered whether parent-adolescent relationship or peer relationship mediated the relation between theory and research-based predictors and the endogenous variable, co-occurring substance use and sexual activity. Participants were 396 demographically diverse multi-problem adolescents from an archived dataset derived from an HIV risk reduction outpatient treatment program for alcohol and other drug use. Participants responded to questions that measured family structure, parent-adolescent relationship quality and communication, religiosity, school connectedness, peer relationship, and engagement in substance use and sexual activity. The study found that the model with peer relationship as the mediator fit the data better than the model with the parent-adolescent relationship mediator, and that the mediated model provided a better fit to the data than direct relations between the exogenous and endogenous variables. The results suggested also that primary caregiver was not a significant predictor of adolescent participation in co-occurring substance use and sexual activity. The present study provides a holistic theoretical and conceptual framework that highlights a constellation of factors determined to contribute significantly to co-occurring substance use and sexual activity, and thereby reshape existing models of risk behavior among adolescents.
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Wiggs, Christine Bracamonte, and Christine Bracamonte Wiggs. "An Examination of the Impact of Direct Peer Influence and Social Norms on Youth Participation in Structured Activities and Substance Use." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620825.
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During adolescence many youth spend increasing amounts of time gaining new knowledge and skills outside of their home in environments such as structured afterschool activities. In these settings, youth have meaningful opportunities to explore new interests, develop varied competencies, and seek social support from peers and adults. As youth get older rates of participation in structured activities decline. Given the role that structured activities can play in nurturing positive youth development, gaining a better understanding of how peers may affect youth's choice to participate in structured activities is important. This study used logistic regression to examine the role of peer influence and how the perceptions of close friends (direct peer influence) and other peers (social norms) impact a youth's decision to participate in structured activities as well as use alcohol and marijuana. Additionally, the association between youth participation in structured activities and reported use of alcohol and marijuana was examined. Study results indicated that youth who reported engaging in specific types of structured activities, specifically performing arts and volunteering, reported lower rates of alcohol and marijuana use respectively. Direct peer influence was an important factor in substance use whereby for each additional best friend a youth had that participated in school activities, students were less likely to have used alcohol or marijuana. Findings are interpreted using an ecological systems perspective and demonstrate that gaining a better understanding of the influence that direct peers and social norms exert on youth behavior has important implications for promoting the positive development of youth.
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Brink, Andrea Johanna Wilhelmine. "Evaluation of a programme to facilitate positive youth development / A.J.W. Brink." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4706.
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The South African context, in particular, is characterized by a definite need for the facilitation of the development of the youth in a more positive trajectory. Family structures are not always robust enough to support the positive development of the youth, owing to the demands made on single–parent families, amongst other reasons. Community structures may also be less supportive of the development of the youth, because of the impact of the changes associated with the transitional phase of the country during the past sixteen years (Meehan, Peirson & Fridjhon, 2007). Furthermore, young people under the age of 15 years comprise almost a third of the total South African population (Statistics South Africa, 2009), and in the future, they will have to be prepared for an adulthood faced with previously unknown challenges (United Nations Population Fund). The importance of the development of the youth, in order to enable them to contribute to their country in future, is acknowledged by the South African Governement (National Youth Commission website).
This study was conducted within the parameters of the newly developing positive youth development (PYD) paradigm. The empirical level of this paradigm is well represented in the literature, indicating that the content areas, or the “what” of PYD, have been well elucidated. However, there is a lack of theory, especially with regard to models describing developmental change (Larson et al., 2004), and evaluation of interventions aiming at the facilitation of PYD. In order to contribute to the answering of the questions regarding the “how” of development, this study had the following main aims: a) the compilation of a theoretical model, describing developmental change in the youth; b) the operationalization of this model for intervention purposes; and c) the evaluation of a programme and the model on which it is based. The study is reported on in an article format, and comprises a total of three articles. The first article focuses on the process of the compilation of a theoretical model by means of: a) the construction of a comprehensive meta–theoretical matrix, b) the integration of theory that features in the PYD literature, and c) the expansion of the latter with theory from other compatible sub–disciplines in psychology. The resultant Positive Youth Development Intervention (PYDI) model provides a process–related description of developmental change ? and is one of the first models to do so.
The second article describes the operationalization of the PYDI model, by means of an indication of the relevant constructs, phenomena and processes to be facilitated. Although recent research points to a relation between PYD and self–regulation, there has been no model, describing the role of self–regulation in the facilitation of the positive development of the youth. This study adapted a model from an educational context (Heckhausen & Gollwitzer, 1987 (as cited in Boekaerts & Niemivirta, 2005)), in order to describe the regular self–regulatory processes constituting the bi–directional interactions between the youth and their primary life contexts, as proposed by developmental systems theory (Lerner, 1998), the meta–theory to PYD (King et al., 2005). A further specifc contribution is that the presentation aspects of the programme material, aimed at facilitating the integration thereof, are addressed on a theoretical level. The third article describes the evaluation of the PYDI model and programme, with young adolescents in a school in a rural area as participants. A mixed–methods study, which has been shown to render much richer information than a quantitative study alone, was applied. Although the quantitative data did not prove the success of the programme, the qualitative data suggested that some aspects of self–regulation had indeed been facilitated successfully. A second follow–up assessment, conducted seventeen months later, indicated that certain skills had only become internalized by that time, suggesting that the implementation and evaluation of such a programme should be expanded over an extended time–frame. This study has contributed to the level of theory of PYD, by indicating, a) the lacunae, and b) that theory in compatible sub–disciplinary paradigms could be used in order to devise workable models for PYD. Furthermore, the process–related nature of the PYDI model and programme, owing to its adaptability to different needs, may be adapted and extended to be applicable to the needs of the diverse South African population. Recommendations regarding future application and research, especially within the South African context, have also been put forward in the study.Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2011.
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Taylor-Greathouse, Paula. "Adolescent Literacy Practices and Positive Youth Development through Fink's Taxonomy of Significant Learning." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4953.
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The purpose of this study was not to disprove the effects of the current, common remedial literacy course design and the literacy practices within that help adolescent RLLs pass statewide assessment tests, but to describe the potential long-term impact of an innovative comprehensive approach to literacy (CAL) framed through an integrated course design model. In this study I sought to determine if the 2012 CAL design with a particular demographic of student produced "significant" or lasting learning as defined by Fink (2003). In other words, did the 2012 CAL design promote sustained or increased practices of literacy and PYD over time with adolescent remedial literacy learners? Findings were documented through the participants' voices one year after participation in the CAL design. These findings demonstrate metadiscursivity with literacy and personal development in all six of Fink's taxa, thus indicating the design produced significant learning as defined by Fink (2003). All four participants demonstrated evidence of sustained or increased growth in their awareness of their learning practices and purposes, as well as their personal development. A major conclusion of this study was that remedial literacy educators and policy makers who impact the current remedial curriculum designs in secondary schools can no longer assume that students who enter the secondary remedial classroom with a deficiency in literacy do not have the potential for academic success and personal growth. Findings from this study demonstrate that this demographic of student can move from a negative to a positive trajectory and come to see themselves as successful and thriving individuals.
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Maximin, Brent M. "Cognitive Competence and Life Course Change in Multi-Problem Adolescents." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/731.
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The dissertation reports on two studies. The purpose of Study I was to develop and evaluate a measure of cognitive competence (the Critical Problem Solving Skills Scale – Qualitative Extension) using Relational Data Analysis (RDA) with a multi-ethnic, adolescent sample. My study builds on previous work that has been conducted to provide evidence for the reliability and validity of the RDA framework in evaluating youth development programs (Kurtines et al., 2008). Inter-coder percent agreement among the TOC and TCC coders for each of the category levels was moderate to high, with a range of .76 to .94. The Fleiss’ kappa across all category levels was from substantial agreement to almost perfect agreement, with a range of .72 to .91. The correlation between the TOC and the TCC demonstrated medium to high correlation, with a range of r(40)=.68, p
Study II reports an investigation of a positive youth development program using an Outcome Mediation Cascade (OMC) evaluation model, an integrated model for evaluating the empirical intersection between intervention and developmental processes. The Changing Lives Program (CLP) is a community supported positive youth development intervention implemented in a practice setting as a selective/indicated program for multi-ethnic, multi-problem at risk youth in urban alternative high schools in the Miami Dade County Public Schools (M-DCPS). The 259 participants for this study were drawn from the CLP’s archival data file. The study used a structural equation modeling approach to construct and evaluate the hypothesized model. Findings indicated that the hypothesized model fit the data (χ2 (7) = 5.651, p = .83; RMSEA = .00; CFI = 1.00; WRMR = .319). My study built on previous research using the OMC evaluation model (Eichas, 2010), and the findings are consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes that operate through effects on positive outcomes.
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Hardman, Alisha M. "Youth-adult relationships within community-based programs : their impact on the development of youth empowerment." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/953.
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Estes, Annette Mercer. "Does positive parenting influence the development of conduct problems in children of adolescent mothers? /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9122.
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Wong, Caitlin Aymong. "Character development and the role of individual & contextual supports:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108504.
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Thesis advisor: Jacqueline V. LernerThis dissertation considered character development in adolescence from a relational developmental systems (RDS) perspective through the estimation of trajectories of five character attributes and the associations of these trajectories with the contextual factors of intentional self-regulation (ISR) and prosocial socialization from role models whom adolescents reported knowing personally. Character attributes considered were honesty, humility, diligence, future mindedness, and purpose. Data were taken from the Connecting Adolescents' Beliefs and Behaviors longitudinal study of character development in adolescents from the Northeastern United States. Results demonstrated that multiple trajectories can be estimated for each character attribute, supporting the RDS principles of plasticity and individual differences. Associations were also found among all character attributes considered at every time point. Contextual factors had more nuanced relationships with character attribute trajectories than was expected, with high levels of ISR associated with high start points for all character attributes and for overall character attribute patterns, but not necessarily with sustained high levels of character attributes. Prosocial socialization did not demonstrate a stable association with high levels or increasing levels of any character attribute examined. This pattern of findings suggests that additional contextual aspects should be considered as important aspects of character development. Limitations and future directions are discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Meca, Alan. "Personal Control and Responsibility Measure: A Psychometric Evaluation." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/665.
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The Changing Lives Program (CLP) is a Positive Youth Development (PYD) program that seeks to empower adolescents attending voluntary alternative high schools to take control and responsibility over their lives so they may change their negative life pathways into positive ones. The current study seeks to evaluate the CLP’s Personal Control and Responsibility Measure, an eight item scale devised to assess individuals control and responsibility over life change goals (CRLCG) and life in general (CRG). Using a weighted least squares mean and variance adjusted (WLSMV) estimator available in Mplus for categorical variable modeling, the current study ran confirmatory factory analysis on two theoretically possible models, a single factor and a two factor structure. After items regarding control over consequences dropped, results confirmed the hypothesized two factor model (CRLCG and CRG). Furthermore, analysis of measurement invariance found the factor structure form, factor loadings, and intercepts to be invariant across condition, gender, ethnicity, and time (time 1 and 2). Limitations of the current study and implications for future evaluations of the Changing Lives Program (CLP) are discussed.
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McLaughlin, Marc D. "Optimal parenting behaviors in early adolescents' relationships with numerous adults preliminary survey development and factor analysis /." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1111780797.
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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).
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Fortman, Tyler L. "A Longitudinal Study of the Stability of Hope in Late Adolescence." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1295288937.
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Lackovich-Van, Gorp Ashley N. "Positive Deviance and Child Marriage by Abduction in the Sidama Zone of Ethiopia." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1412885500.
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Haney, Sarah E. M. A. "Program Evaluation of the Girls Action Team." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368024913.
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Estevez, Nicolle A. "Understanding the Effect of Acculturation and Neighborhood Disorder on Adolescents' Positive Development and Delinquent Behavior." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1470011950.
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Goncalves, Beth. "Boxing and Positive Youth Development Program for Long Beach Adolescent Males| A Grant Proposal Project." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751154.
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The purpose of this project was to write a grant for a youth development boxing program for adolescent males in Long Beach, California. An extensive literature review was conducted to investigate the best ways to incorporate combat sports into a youth development program with the goals of increasing self-esteem, enhancing social relationships with peers and adults, and supporting the development of healthy male identity. The program consists of two components: 1) boxing program and 2) group discussion. As many as 20 adolescent males would be served from three high schools in the city: Cabrillo High School, Jordan High School, and Polytechnic High School.
The program was developed to address the potential impact of growing up in economically disadvantaged and high-risk neighborhoods. Program goals will be achieved with a boxing program that includes post-training discussions. The integration of sports and group discussions will allow for an environment that can both support and empower adolescent males. Long Beach United Boxing Club, the program site, has a strong standing reputation of providing a safe and open environment in which youth can thrive. The Foundation for Global Sports Development was selected as the best potential funder because of its commitment to promoting the well-being of underserved youth.
If funded, this program would be a model upon which other programs could build. Combat sports involvement is an innovative and dynamic way to reach hard-to-engage youth and provide a supportive space in which they can thrive. The thesis project did not require the submission of the proposal.
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White, Allison. "Purpose Development in College Students: Understanding the Role of Critical Consciousness." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108760.
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Thesis advisor: Belle LiangResearch has documented the benefits of youth purpose (i.e., a sustained intention that facilitates engagement in activities and contributes to the world beyond oneself) (Damon, Menon, & Bronk, 2003). Youth purpose has been considered a developmental asset (Benson, 2006) and predictive of flourishing (e.g., Seligman, 2002). A sense of purpose can also serve as an important psychological resource for people experiencing adversity (e.g., Frankl, 2006). Similarly, critical consciousness (CC) has been associated with positive outcomes among youth, including improved mental health and vocational commitments (Diemer, 2009; Diemer & Li, 2011), and can help youth cope with oppression and marginalization (Diemer, Kauffman, Koenig, Trahan, & Hsieh, 2006). Given the benefits of youth purpose, additional research on how purpose develops is warranted (Liang et al., 2017a). Theoretical models of character development (e.g., Lerner & Callina, 2014) have suggested that purpose and CC develop in similar, parallel ways, though research often has not connected these two constructs explicitly. The youth purpose and CC literatures suggest that a study of the possible link between CC and purpose, whereby CC helps facilitate the development of purpose, is warranted. Therefore, this dissertation sought to expand the literature on purpose development in college students, as well as better understand if and how CC facilitates purpose development in this population. This study included 17 interviews with purposeful college students who had either relatively higher or lower levels of CC, as measured by the Critical Consciousness Scale (CCS) (Diemer, Rapa, Park, & Perry, 2017). A modified Consensual Qualitative Research (CQR) method was used to analyze the data and yielded 60 categories to describe the factors that contributed to the students’ purpose development (Hill, Thompson, & Williams, 1997). Additional analyses suggested that CC facilitated purpose development via a healing and/or directing pathway. Students were able to heal from marginalization and trauma, which was important for helping them pursue their goals; and/or they were better able to direct their prosocial motivations toward specific beneficiaries. Implications for practice are discussed
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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McLaughlin, Marc D. "Optimal Parenting Behaviors in Early Adolescents’ Relationships with Numerous Adults: Preliminary Survey Development and Factor Analysis." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1111780797.
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Hinchcliff, Elizabeth Bowers. "Exploring Teacher Beliefs of Adolescent Developmental Needs Through Positive Student Comments of their Teachers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8966.
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This study seeks to qualitatively examine the intersection between teachers' practical reasoning and beliefs, adolescent developmental needs, and positive teacher-student relationships. Positive comments about middle school teachers were gathered anonymously from middle school students (grades 6-8; ages 11-14) and coded according to four developmental domains: physical, social, emotional, and physical. Chi square analysis was used to determine statistical significance of which domains students alluded to most often when describing their teachers. The six middle school teachers who were mentioned most frequently in the student comments participated in semi-structured, open-ended interviews in which they were asked about the developmental needs of their students and responded to positive comments that students had made about them. Cross-case analysis was used to compare teacher attitudes and beliefs about teacher-student relationships and adolescent developmental needs, as well as to reveal practices teachers enacted in response to perceived needs. Findings suggest that teachers interpret a majority of student actions as indicative of underlying emotional needs, and that they use emotions as an entry point through which they can attend to the needs of students not just emotionally, but socially and cognitively as well. Teachers revealed in what ways they integrate developmentally appropriate classroom practices into their teaching based on their assumptions of need, including providing students a safe environment and using different types of humor in the classroom. Teacher perspectives on the characteristics of the ideal teacher surfaced, as well as how teachers tend to position themselves against students within the teacher-student relationship. Suggestions for teacher preparation programs as well as practicing teachers to place a greater focus on intentional developmentally appropriate teaching practices are given.
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Barker, Bryce. "The PULSE Program: A Life Skills Based Physical Activity Program for At-Risk Adolescents." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31015.
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The purpose of this doctoral thesis was to develop, implement and evaluate the PULSE program, a community-based physical activity and life skills program for at-risk youth. The thesis is composed of four articles. The first paper describes the rationale and development of the PULSE program which was designed to help youth develop the skills to self-regulate and successfully perform physical activity. The second article presents a process evaluation of the PULSE program. This article examines how the youth progressed through the program with regards to the five levels of the Teaching and Social Responsibility (TPSR) model, one of the frameworks on which the PULSE program is based. A second purpose of this study was to understand the youths’ perceptions of the impact of the program on these five levels. The results indicated that the program led to slight increases in the five levels of the TPSR model and the youth reported transferring the skills they learned related to the levels in their lives outside of the program. The third paper represents an outcome evaluation of the PULSE program. Results showed that youth who participated in PULSE increased their fitness, physical activity levels as well as a number of positive youth development outcomes. Finally, the fourth paper examined how the PULSE program helps support the tenets of Basic Needs Theory. The results indicated that the program successfully nurtured the three basic needs of autonomy, competence and relatedness. The overall findings suggest that the PULSE program is a practical, evidence-informed program that may help youth understand and apply life skills to be physically active as they approach adulthood, and also more generally in their lives. The current findings show promise for both Physical Activity (PA) and Positive Youth Development (PYD) outcomes but further research is needed to make causal links.
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Kimiecik, Carlyn. "Underserved African American Adolescent Girls: “Her” Perspective on the LiFEsports Experience." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524150426112502.
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Noble, Angela. "Development of predictive models for positive outcomes of upper and lower gastrointestinal endoscopies in children and adolescents." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82301.
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Objective. To develop predictive models for positive outcomes of upper and lower endoscopies in children.Methods. Retrospective review of all endoscopies performed from January to December, 2000 at St. Justine Hospital. Predictive models for positive outcomes on endoscopy were constructed for upper and lower endoscopies separately using multiple logistic regression.
Results. Age greater than 13 years, hematemesis, epigastric tenderness and hypoalbuminemia were significant predictors of positive upper endoscopies. Male sex, age and rectal bleeding were significant predictors of positive lower endoscopies. Both models were significant at p < 0.0001 yet their receiver operating curves indicated that a model with sensitivity of 95% had a specificity of less than 40%.
Conclusion. Predictors of positive upper and lower endoscopy outcomes were found. The predictive models were statistically significant yet their performance did not reach clinical significance. A prospective, adequately powered study of predictors for endoscopy outcomes is needed to confirm these results.
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Bernacchio, Charles P. "Perceived Attributes to the Development of a Positive Selfconcept from the Experiences of Adolescents with Learning Disabilities." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/BernacchioCP2003.pdf.
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Ketcham, Sharon Galgay. "Potential Ecclesiology: A Vision For Adolescent Contribution." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3860.
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Thesis advisor: Jane ReganThis dissertation argues that adults need to develop a potential ecclesiology of youth such that adults envision, anticipate, and empower adolescent contribution to the faith community. A potential ecclesiology begins when adults see adolescents for what he or she may contribute and invite them to join the church's work in the world for the reign of God. Relationships are understood as the primary location for Christ's transforming activity among people and communities. Christianity is an ecclesial faith, and the mark of maturity includes learning to move from being with others to being for others, a shift from me to we. Therefore, belonging to a community where adolescents can learn to live as Christians with others, cultivating both knowledge and competence, is vital to a maturing faith in Christ. In light of this, a potential ecclesiology compels adults to invite adolescents into the unfolding drama as growing contributors to God's redeeming work in the world. A potential ecclesiology is somewhat antithetical to a service-based youth ministry, which is a dominant model among contemporary Protestant churches characterized by adults providing a service (both content and experiences of faith) for adolescents to passively receive. Individual faith formation is the primary objective. Research verifies a disparity between increased efforts and resources allocated to support adolescent faith formation and the high attrition of post-high school participation in faith communities. When reconciled, this assumed problem of retention is actually a problem of integration, revealing that the service-based model resists inviting adolescents to join with a local community of faith as contributors to God's redemptive purposes in the world. Built on a biblical and theological foundation, this dissertation argues that fostering a maturing Christian faith is bound to the vital relationship between the person and the community where maturity is both personal and communal. Positive Youth Development literature affirms the central role of others in adolescent development broadly, which includes changes in knowing who I am (independence) alongside who I am with others (interdependence). Adolescents who are "thriving" are those who contribute to the larger purposes of the community. Additionally, a social theory of learning takes seriously doing the faith with others as a means of learning, which includes exposure to and engagement with the larger purpose of the faith community. Faith communities support a maturing faith by contextually enacting five values: communal memory, responsible mutuality, burgeoning maturity, generative relationships, and imaginative contribution. Attending to the adolescent's experience with the community and creating avenues for authentic contribution should guide a church's vision and practices and thus enact a potential ecclesiology of youth
Thesis (PhD) — Boston College, 2014
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Bailey, Carrie Lynn. "An examination of the relationships between ego development, Dabrowski's theory of positive disintegration, and the behavioral characteristics of gifted adolescents." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539618436.
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The purpose of this study was to explore the relationships between ego development, Dabrowski's theory of positive disintegration (TPD), and the social, emotional, and behavioral characteristics of gifted adolescents. Literature exploring the experiences of gifted individuals has often focused on asynchronous development, particularly during childhood and adolescence. Also discussed in the literature concerning gifted students are the unique social, emotional, and behavioral characteristics innate to the gifted population. However, there is still an unclear picture concerning the implications of this work as related to the specific counseling needs of gifted students, and little empirical support is provided. This study seeks to build, through a developmental lens, a more comprehensive base from which to conceptualize counseling and teaching approaches with gifted students. One hundred students at Governor's Schools in central and eastern Virginia were contacted for participation in this study. A valid sample of 70 students, well distributed across grade and gender, was obtained. The findings indicated that the ego levels of gifted students, as measured by the Washington University Sentence Completion Test (WUSCT), were slightly higher than those of typical adolescents. Empirical evidence of the level of development related to Dabrowski's TPD for gifted adolescents was provided, with the majority of respondents (70%) falling within Dabrowski's Level II - Unilevel Disintegration, stage. Results also indicated that gifted students at Governor's Schools were relatively well adjusted, as measured by the Clinical Assessment of Behavior (CAB), and that the behaviors exhibited by gifted adolescents were normally distributed. While a slight positive correlation was found between ego development and level of development as related to Dabrowski's TPD, significance was not achieved. Relationships between ego development and degree of internalizing and externalizing behaviors exhibited were dependent upon a number of different factors, including gender and school attending. The study results are interpreted as indicating that while ego development and Dabrowski's TPD may share similarities, they are different constructs and further investigation is needed to best utilize these theories in designing appropriate and effective counseling and teaching intervention strategies for working with gifted adolescents. Limitations of the study and suggestions for future research are presented.
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Lindquist-Grantz, Robin. "Youth Participatory Action Research as a Strategy for Adolescent Suicide Prevention." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149131648280023.
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Inoue, Chiaki. "An Opportunity for Sport or an Opportunity for Development: Is Special Olympics Perceived as Contributing to Psychosocial Development and Social Inclusion?" Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20249.
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Sport is a cultural phenomenon that has spread throughout the world (Harvey & Houle, 1994). For youth, sport is perceived as a context that can play a major role in person’s psychosocial development across their life-span (Danish, Petitpas, & Hale, 2007). However, despite the increase in research in this field, very little work has examined how sport may play a role in the psychosocial development of youth with intellectual disabilities (ID). Moreover, an area of study that has also grown related to the lived experiences of individuals living with a disability including ID is social inclusion (SI). Similar to research related to psychosocial development, very little research has been conducted to examine whether the context of sport can foster social inclusion for youth with ID. Special Olympics Canada (SOC) is an organization “dedicated to enriching the lives of Canadians with an intellectual disability through sport” (SOC, 2010, “SOC Mission Statement”, para.1) and may be an organization that has the potential to positively impact the lives of its youth participants. Thus, the purpose of this research was to examine whether stakeholders perceived SO as impacting the psychosocial development and social inclusion. The results indicated that SO, by all stakeholders, is perceived as an organization that is facilitating the psychosocial development of its athletes through the incorporation of strong social support networks and the development of life skills. In addition, SO was perceived as facilitating social inclusion for youth, particularly in the context of school and their surrounding community.
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Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability : development of a measure and pilot intervention /." Curtin University of Technology, School of Psychology, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16817.
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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perceived Effect of Disability for teenage siblings (12 -17 years) of children with an intellectual disability and the development and pilot of an intervention that aimed to assist the positive adjustment of teenage siblings. The development of the measure involved three stages. First, an extensive item pool was constructed from past literature with 150 potential items identified. To ensure the validity of the item pool for siblings themselves, a sample of 24 teenage siblings rated the importance of the items and subscales. This reduced the number of items. Next, focus groups were run with an alternate sample of 41 teenage siblings for further evidence that all pertinent issues were included and to explore items identified as having low importance in Stage 1. The last stage involved testing the measure’s psychometric properties with a further 80 siblings. Exploratory factor analyses were conducted to determine the measure’s underlying factor structure. Results identified four factors underlying the measure, Positive Influence of Disability, Family Differences, Worry About What Others Think and Lack of Time With Others, all of which exhibited high internal consistency and test-retest reliability over a six-week period.The final measure included 40 items and included two parts, the impact on family life and the impact on social life for siblings. The issues identified through the development of the Perceived Effect of Disability measure were then used to develop a pilot intervention that aimed to assist the positive adjustment of teenage siblings. The result was a 6-week program, consisting of 90-minute groups covering Sharing My Story, Exploring Differences and Disabilities, Exploring and Communicating Feelings, Coping Skills I, Coping Skills II and Finding Meaning. The impact of the program was piloted with two groups, consisting of 16 teenage siblings (aged 12-17 years). A matched comparison sample was also used to determine if the intervention resulted in improved perceptions of the effect of disability on siblings using the Perceived Effect of Disability (PED) subscales. There was no significant interaction between time and group on any of the PED subscales. A main effect was found for time on the Lack of Time With Others subscale only. The non-significant time x group interaction, however, indicates that the main effect of time on Lack of Time With Others scores applied to both groups. There was no significant change in family functioning or self-esteem from pre to post-test for the intervention group. However, extensive qualitative data provided strong support for the importance of such an intervention for this unique group of individuals in our community.
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Dupuis, Gabrielle. "Exploring the Association Between Early Life Stressors & Childhood Protective Factors on Early Adolescent Mental Health Disorders." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38228.
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Abstract
Data from the National Longitudinal Survey of Children and Youth (NLSCY), and the Avon Longitudinal Study of Parents and Children (ALSPAC), both prospective cohorts, were used to explore the association between early life stressors, childhood protective factors, and early adolescent mental health outcomes (depression, anxiety, conduct disorder, and attention deficit hyperactivity disorder). Early life stressors were measured prenatally to the age of 3 within the ALSPAC analysis, while early life stressors were measured between the ages of 1-3 within the NLSCY analysis. Childhood protective factors, exclusively modifiable protective factors, (physical activity, extracurricular activities, positive parenting, and positive friendships) were measured between the ages of 6-11 within both ALSPAC and the NLSCY. Mental health outcomes were measured between the ages of 12-15 in both ALSPAC and the NLSCY. The associations between early life stressors and childhood protective factors on early adolescent mental health outcomes were computed using multivariate logistic regression modeling. It was found that the majority of early life stressors, including prenatal stressors and family dysfunction increased the odds of developing early adolescent mental health disorders although more statistically significant results were found within the NLSCY analysis. Contrarily, it was found that the majority of childhood protective factors reduced the likelihood of early adolescent mental health disorders with some exceptions found within the NLSCY analysis. No interaction terms between early life stressors and childhood protective factors were found to be statistically significant.
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Viola, Wendy Elaine. "Adolescent Males' Similarity, Emotional Safety, and Change in Strengths-Based Programming." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/645.
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In recent decades, the use of strengths-based approaches has become increasingly popular in youth intervention and prevention programs (Maton et al., 2004), which emphasize creating emotionally safe environments through the process of relational community building (Maton, 2000). However, relatively little is known about the relationship between group composition, specifically similarity between group members, and emotional safety and program efficacy. This thesis examines the relationship between adolescent males' similarity to their peers in terms of their demographic profiles and behaviors and belief systems, experiences of emotional safety, and changing behaviors and belief systems in a strengths-based intervention program within Ohio juvenile correctional facilities. Results indicate that in the cases of education-related self-efficacy and the benefits associated with criminal activity, participants significantly changed in the direction opposite of the program's intentions. However, these negative changes were attenuated by differences between participants and their peers in the program. Theoretical implications and potential explanations are discussed.
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Watts, Vanessa Blair. "Project PRIDE: Engaging High School Students in Reducing Teen Dating Violence in Their School." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1471880717.
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Johnson, Juli A. "A Retrospective Look at How Effectively Parents, Peers Without a Chronic Illness, and Other Adolescents With a Chronic Illness Impact the Self-Esteem and Body Image of Adolescents With a Chronic Illness." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1472747981.
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Hammer, Aimee Tovah. "Factors That Contribute to Dyadic Synchrony Among Young Latina Mothers and Their Toddlers: The Role of Maternal Behavior and Child Characteristics." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511188567427857.
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Magis, Weinberg Lucía Inés. "Cognitive control development in adolescence." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10040027/.
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Adolescence is a transitional period in which an increasing ability to coordinate basic cognitive control abilities is also particularly challenged by contextual factors in the environment. The aim of this dissertation was to examine the development of complex cognitive control in adolescence in relation to different socio-affective contexts at the behavioural and neural level. The dissertation presents three functional magnetic resonance imaging (fMRI) experiments. The first studies explored transient and sustained aspects of cognitive control, and how the context influences behaviour and brain activation during cognitive control tasks. Study 1 used a prospective memory task where the cues were more or less salient, affecting the need to proactively monitor the stimuli vs. react to more distinctive cues. Study 2 used a working memory task and manipulated the reward context, on a trial-by-trial or run-by-run basis. Study 3 used a relational reasoning task to investigate manipulation and integration of information and its sensitivity to the nature of this information, in particular whether making judgements in the social domain elicited specific brain activations compared to the non-social domain. All three studies were run in adolescent and adult participants, to allow the study of developmental changes in complex cognitive control at the behavioural and brain level. Study 1 found behavioural evidence for development of prospective memory in adolescence and neuroimaging evidence for sustained and transient activation of the frontoparietal network associated with monitoring costs for cue detection whilst being engaged in a different task. Study 2 found that in the context of sporadic rewards, both adolescents and adults combine a proactive and a reactive strategy to maximise performance. Reward had both sustained and transient effects on frontoparietal regions as well as subcortical regions involved in reward processing. Study 3 showed parallel recruitment of the social brain and the relational reasoning network during the relational integration of social information in adolescence and adulthood. Across the three studies, there was evidence for behavioural improvement with age, but no strong differences of haemodynamic brain changes between adolescence and adulthood.
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Ball, Sarah. "Internet social networks,psychological well- being and positive future thinking during adolescence." Thesis, University of London Institute in Paris, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529478.
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Molitor, Joseph. "The Effect of the Parent-Adolescent Emotional Context on the Link between Positive Parenting Practices and Adolescent Behavioral Adjustment." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1351281520.
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Beard, Sarah J. "Prosociality and Risk: How Risky Decision-Making in Young Adults Relates to Altruistic Tendencies, Empathic Concern, and Prosocial Peer Affiliation." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/754.
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Adolescence involves an increase in risky decisions, such as reckless driving and illicit substance use, but prosocial characteristics and peer affiliation have yet to be investigated as protective factors. The present study assessed altruistic tendencies, prosocial peer affiliation (PPA), and empathic concern as predictors and moderators of risk-taking, including both self-reported health risks and riskiness in a behavioral task. Young adults from ages 20 to 25 (M = 22.55, SD = 1.38) completed a battery of behavioral tasks (including the Balloon Analogue Risk Task and the Dictator Game) and questionnaires on Amazon MTurk, measuring risk-taking (drunk driving, texting while driving, binge drinking, illicit substance use, and tobacco use), altruistic tendencies, PPA, empathic concern, reward sensitivity, and self-regulation. Results indicated that drunk driving and texting while driving were negatively associated with all three prosocial characteristics, and binge drinking was related to PPA and empathic concern. Moderating effects included interactions between altruistic tendencies and reward sensitivity on drunk driving, altruistic tendencies and self-regulation on drunk driving, PPA and reward sensitivity on binge drinking, and empathic concern and self-regulation on binge drinking. Mediating effects, however, were not found. Overall, prosocial characteristics seemed to buffer against reward sensitivity and strengthen self-regulation in several models. The discussion centers on how prosocial individuals might be less prone to risk-taking, and how affiliating with positive peers can offset the effects of heightened reward sensitivity during this crucial developmental period.
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Klein, Michele. "The development of identity in adolescence." Thesis, Queen Mary, University of London, 1991. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1474.
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In recent years, the development of identity in adolescence has become a popular issue in developmental psychology. In the present study seven hypotheses were formulated on this subject and tested. The period of adolescence observed was limited to one year during which the subjects left a boarding school for a new role in society. Eighty-one sixteen year olds were interviewed using the repertory grid method six months prior to leaving school, immediately before departure, and then a third time six months later. The interview data was analyzed in terms of five operationally defined dependent variables of identity: construing, identifications, perception of self sameness, perception of continuity, and identity diffusion. The hypotheses regarded the effect of the independent variables of transition from school; vocational commitment, temporal orientation, early environmental disruptions, and sex, on the measures of identity. The hypotheses were only partially confirmed, yet four effects in the development of identity during this specific period of adolescence were found. Reconstruing was observed after the transition from school in those with considerable identity diffusion prior to leaving school. Identifying with the peer group affected identity diffusion before leaving school. Vocational commitment affected the identity development of girls but not boys; and other sex differences were found in several measures of identity. These findings were discussed in terms of existing theories of adolescence and identity outlined in this thesis, and led to the description of a focal model of the development of identity in adolescence. The findings also revealed some of the coping processes adolescents use in making the transition from school to a new role in society. Finally, the findings also led to new ideas about adolescence and identity.
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Tarrant, Mark. "Music and social development in adolescence." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/31290.
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This thesis investigated the role of the social context in adolescents' musical behaviour. Six studies were conducted to investigate how statements about music contribute to social relationships in adolescence. The studies assessed adolescents' behaviour at various levels of social psychological explanation (c.f. Doise, 1986). A literature review is presented in Section A. Section B addressed behaviour at individual and interpersonal levels of explanation. Chapter 6 investigated adolescents' individual reasons for listening to music. The study demonstrated that music has the potential to fulfil important individual motives concerning identity and mood regulation. Chapters 7 and 8 addressed the interpersonal behaviour of adolescents. Chapter 7 demonstrated that music has the potential to influence adolescents' friendship formation and help maintain existing peer relationships, and Chapter 8 revealed how adolescents use music in the process of social comparison. The final set of studies, reported in Section C, addressed behaviour at the intergroup level of explanation. Chapters 9 and 10 investigated the behaviour of adolescents in experimentally contrived 'minimal groups', and Chapter 11 examined behaviour in a more socially meaningful context. It was demonstrated that music makes an important contribution to social identity in adolescence, and that adolescents' intergroup behaviour is related to their self-esteem. Together, the studies presented in this thesis indicate that music is an intrinsic part of the adolescent process. Adolescents' musical behaviour contributes to their social development, and as such interacts ultimately with their status as members of social groups. Future research should continue to address the impact of this wider social context in developing a more theoretically informed understanding of adolescent involvement with music.
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Mattsson, Elisabet. "Cancer During Adolescence: Psychosocial Consequences and Methodological Issues." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8643.
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The overall aim of this thesis was to investigate psychosocial consequences of cancer during adolescence, using a longitudinal approach. An additional aim was to investigate if mode of administration has an influence on adolescents’ and young adults’ self-reported psychosocial function. In Study I participants, aged 13-23 years, were randomised according to two modes of administration, telephone interview and postal questionnaire, and asked to complete the Hospital Anxiety and Depression Scale (HADS) and Short Form 36 (SF-36). The telephone mode resulted in a higher response rate, better self-rated psychosocial function (except for the youngest age group), overall lower Cronbach’s alpha values, and a larger percentage of ceiling effects compared to the postal mode. A higher proportion of males than females chose not to participate in the postal mode. In Study II and III adolescents diagnosed with cancer completed the HADS and two sub-scales from the SF-36 (Mental Health and Vitality) 4-8 weeks, 6, 12, and 18 months after diagnosis. In Study II adolescents with cancer were compared to a reference group from the general population. Shortly after diagnosis the cancer group rated their psychosocial function as worse compared to the reference group. However, the differences gradually disappeared over time and were then reversed, resulting in the cancer group reporting better vitality and lower levels of anxiety and depression than the reference group eighteen months after diagnosis. In Study III five distinct psychosocial states were identified, characterised by: psychosocial dysfunction (state A), poor psychosocial function (state B), incomplete psychosocial function (state C), good psychosocial function (state D), and excellent psychosocial function (state E). Shortly after diagnosis more adolescents than expected by chance were found in states A and C and fewer were found in states D and E. Eighteen months after diagnosis a different pattern emerged, where more adolescents than expected were found in state E and fewer than expected in state C. In Study IV adolescents, two years after diagnosis, reported problems with physical impairment, intrusive thoughts, feelings of alienation, and problems catching up with school. However, a majority of the participants also reported positive consequences with regard to the cancer disease: a more positive view of life, good self-esteem, knowledge and experience with regard to disease and hospital care, good relations, broader perspectives, and material gains. Study V, a review of the literature, indicates that survivors of childhood/adolescent cancer do not differ from comparison groups with regard to relations to others and relation to self. However, some findings highlight that friendship and marital status are areas of concern, and parenthood and sexuality are areas of potential concern. In conclusion, mode of administration influences adolescents’ and young adults’ self-reported psychosocial function and is related to age. Psychosocial function increases with time from diagnosis for most adolescents diagnosed with cancer. However, some individuals remain in poor psychosocial states during the first eighteen months after diagnosis. Increased efforts should be taken to identify these individuals.
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Fussner, Lauren M. "Dynamics of Positive Emotion Regulation: Associations with Youth Depressive Symptoms." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1372799380.
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Short, Katrina Graham. "Positive Models in Literature for the At-Risk Student." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/27.
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It has been found that most at-risk students have a very low self-esteem, which contributes to the sense of failure these students feel about their academic life. This study explored the use of bibliotherapy with secondary students in an effort to raise their self-esteem to a level which would counteract the frustration these students feel as they continually find themselves in failing situations in school. Extensive review of available literature on the topics of self-esteem, motivation, at-risk students, and bibliotherapy resulted in the compilation of an annotated bibliography, complete with suggested uses for the works found therein, selected for the secondary student, with the understanding that at-risk students often function academically below grade level.