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Dissertations / Theses on the topic 'Adolescent adjustment'

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Published: 4 June 2021
Last updated: 19 February 2022

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1

Atherton, Rinnel Gunnersinda Hamm Jill V. "Adolescent adjustment in rural Appalachian youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2962.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2010.
Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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2

Hayes, Louise, and louisehayes@vtown com au. "Parental monitoring of adolescent free time: a theoretical model of parent-adolescent interactions." RMIT University. School of Health Sciences, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060316.154143.

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Parental monitoring is a widely researched hypothetical construct. Patterson and colleagues (Capaldi & Patterson, 1989; Patterson, Reid, & Dishion, 1992) originally developed the construct in their seminal work with the Oregon Youth Study. Adopting a broad theoretical framework, monitoring was defined as parental awareness of adolescent activities, and communication to the child that the parent is concerned about and aware of adolescent free-time (Dishion & McMahon, 1998). Recent research (Kerr & Stattin, 2000; Kerr, Stattin, & Trost, 1999; Stattin & Kerr, 2000) has proposed a narrower definition, where monitoring is perceived to be parental knowledge of adolescent free-time, which is acquired primarily through adolescent disclosure of their activities. Recent debates have been present in the literature proposing either the multi-dimensional view of monitoring, or the latter uni-dimensional view. A model of monitoring interactions was developed that is based on social learning and behavioural principles. The process-monitoring model contends that monitoring is an interactive process between parents, their adolescents, and the ecology of the family. In the model it is proposed that monitoring occurs in discrete episodes that change over the course of adolescent development. To explain monitoring interactions, it is essential to consider the sequence of behaviours that occur within a monitoring interaction at two stages, before the adolescent goes out, and also when they return home. Using the process-monitoring model as a framework, this research examined monitoring across four studies. Study 1 was a qualitative study that explored adolescent perceptions of monitoring interactions. Forty-nine adolescents aged from 12 through to 16 years (M = 13.2) were interviewed about their monitoring interactions with parents. This study found correspondence between the constructs in the process-monitoring model and adolescent perceptions of monitoring interactions. Two new themes that emerged in this study were parental trust and adolescent deceit. For typically developing adolescents there were marked differences in how adolescents perceive parental monitoring across adolescent development. Study 2 involved the analysis of data collected as part of a population based self-report survey of 1285 adolescents aged 14 to 15 years. The hypothesised relationship between monitoring behaviours was examined using structured equation modelling. A model with the constructs of rules, supervision, conflict, and adolescent problem behaviour was found to be an adequate fit of the data, accounting for 40% of the variance in problem behaviour. Specifically, lax rules predicted poor supervision and high conflict. High conflict and low supervision were predictors of the adolescent problem behaviour construct, which encompassed conduct problems, rebelliousness, and sensation seeking. Adequate rules appear to form the foundation for better supervision and less conflict, and hence, lower levels of adolescent problem behaviours. Study 3 involved data collected for the purpose of further testing the process-monitoring model. The associations between parent-adolescent relationship quality, rules, solicitation, disclosure, and tracking were tested using linear path modelling on self-report data from a sample of 210 parents and 202 adolescents aged 11 to 18 years (M = 15.29). Separate statistical models were required for the parent and adolescent data. For the adolescent data the model was an adequate fit, accounting for 27% of the variance in tracking behaviours. In the adolescent model, high rule-setting predicted higher solicitation and tracking, while poor relationship quality predicted lower disclosure and lower tracking. For the parent data, the model was an adequate fit accounting for 34% of the variance in tracking behaviours. In the parent model, high rule-setting predicted higher solicitation, disclosure, and tracking, while poor relationship quality predicted lower disclosure, lower solicitation, and poorer tracking scores. T he tracking construct was found to adequately predict adolescent deviant behaviours including alcohol use, smoking, and deviant peer associations. Study 4 was an exploratory study. In this study the monitoring scale constructed in Study 3 was examined alongside behavioural observations made whilst conducting an intervention with two families who were experiencing parent-adolescent conflict. Some correspondence was found between parent and adolescent measures of monitoring and conflict and the behaviour seen between parent-adolescent dyads; however, the self-report monitoring measures were only able to reveal substantial problems in monitoring. Problem Solving and Communication Training (Robin & Foster, 1989) showed some improvement in parent-adolescent relationships, as measured by the Issues Checklist (Robin & Foster, 1989) and Conflict Behaviour Questionnaire (Prinz, Foster, Kent, & O'Leary, 1979), but there was no impact on monitoring interactions. This series of studies supported the claims that monitoring is a multi-dimensional construct, and that it has bi-directional effects. There was support for the existing research, which has shown that poor parental monitoring is consistently associated with adolescent problem behaviour. The process model was found to provide an adequate framework for examining the temporal sequence in monitoring interactions and the evolution of monitoring across the adolescent developmental cycle. At this stage there is little experimental or intervention research showing how families might improve their monitoring. It is argued that behavioural observations and functional analyses of monitoring episodes are needed to provide an understanding of the action-reaction sequence across monitoring episodes.
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3

Hicks, Cheryl. "Adolescent openness to the parental viewpoint in narrative, longitudinal prediction of adolescent adjustment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53270.pdf.

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4

Sciame, Michelle E. 1958. "Adolescent adjustment to parenthood: A cross-cultural perspective." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.

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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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5

Yasui, Miwa. "Observed ethnic-racial socialization and early adolescent adjustment." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8303.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-150). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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6

Adams, Melissa L. "Identity and intimacy as predictors of adolescent adjustment." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/1135.

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Stressful developmental transitions related to identity and intimacy may have significant implications for adjustment in adolescence that last into young adulthood. Social and economic barriers experienced by minority adolescents have attracted attention as significant influences on normative developmental processes and psychosocial adjustment. The primary aim of this study was to describe significant relations among identity, intimacy, and adjustment in a sample of adolescents in an alternative school who were at elevated risk for problem behaviors. A sample of 120 multi-ethnic high school students responded to five self-administered questionnaires. In addition to describing significant gender differences in identity, and internalizing problems, this study documented that measures of identity accounted for significant variance in standard measures of internalizing problems using hierarchical multiple regression. The implications of these results for future research and practice are discussed.
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7

Ksinan, Jiskrova Gabriela. "LONGITUDINAL ASSOCIATIONS BETWEEN SLEEP FUNCTIONING AND ADOLESCENT ADJUSTMENT." UKnowledge, 2018. https://uknowledge.uky.edu/hes_etds/65.

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The current dissertation consists of three interrelated studies examining the relationship between sleep functioning and adolescent adjustment. Although links between sleep patterns and internalizing problems and externalizing or problem behaviors in children and adolescents have been established in literature, several gaps remain in this research. This dissertation addressed these by: (a) testing sleep problems, quantity, and chronotype in childhood as predictors of internalizing problems in adolescence (Study 1), (b) testing sleep problems, quantity, and chronotype in childhood as predictors of problem behaviors in adolescence (Study 2), and (c) testing sleep problems and quantity as mediators of the chronotype-adjustment link (Study 3). Latent Growth Modeling (LGM) and Half-longitudinal Path Analysis were used to carry out these studies using a large sample of children part of the European Longitudinal Study of Pregnancy and Childhood (ELSPAC). Findings from Study 1 and 2 showed that greater sleep problems in early childhood and their slower decrease during childhood predicted higher levels of internalizing problems and problem behaviors in early adolescence. Furthermore, lower sleep quantity in early childhood predicted higher internalizing problems and problem behaviors in early adolescence and a greater increase in problem behaviors in adolescence. Lastly, greater eveningness in early childhood predicted greater increases in problem behaviors during adolescence. Results of Study 3 provided evidence that evening chronotype longitudinally predicted less favorable sleep patterns, including greater sleep problems and lower sleep quantity. However, only sleep problems significantly predicted measures of adjustment, particularly internalizing problems; no effects of sleep quantity on adjustment were found.
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MacDonald, Jonathan Richard. "Reel Guidance: Midcentury Classroom Films and Adolescent Adjustment." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77952.

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This thesis examines the cultural and political messages found in "social guidance" films, a genre of films produced for pedagogical purposes in the United States following the Second World War. Educational film producers relied on social science consultants for legitimacy and employed plots that addressed ordinary challenges of daily living encountered by teenagers. Shown in high school classrooms nationwide in the postwar years, these films advertised to young people the usefulness of a psychological understanding of personality adjustment. These films reflected the influence of ideas from both the progressive education movement inspired by John Dewey and the theories of mental hygiene from prewar psychologists. By viewing these films, students encountered advice about improving their individual productivity and they received guidance for developing skills needed in social settings. By parsing the cultural and intellectual messages embedded in these films and relating them to interwar and postwar developments, this thesis shows one way that social experts mobilized to shape the socialization of adolescents. Social guidance films intended to employ the specialized knowledge of the social sciences to promote the production of healthy and successful personalities. More importantly, this thesis shows how social guidance films, in addressing ordinary teenage concerns, also addressed the political needs of American society at the dawn of the Cold War. The practical advice presented in these films showed adolescents how to tread the line between the preservation of individuality and commitment to the group—the essential problem faced by post war political theorists. Educators looked to the confluence of school, psychology, and film to guide the socialization of youths for their future roles as citizens of a democratic society. This thesis argues that the messages of psychological adjustment in social guidance films provided one means of promoting democratic values to counter the postwar threat of totalitarianism.
Master of Arts
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9

Buote, Carol Anne. "Relations of autonomy and relatedness to school functioning and psychological adjustment during adolescence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ56515.pdf.

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10

Wong, Ka-yan Angela. "Adolescent problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B2978945x.

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Lucas, Curtis. "Predicting at-risk adolescent work adjustment : an application and extension of attachment theory /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841320.

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Brieant, Alexis E. "Growth Trajectories of Neurocognitive Self-Regulation and Adolescent Adjustment." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/82232.

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Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of adjustment problems such as internalizing and externalizing symptomatology. Extant research demonstrates how self-regulation can predict adjustment outcomes in adolescence; however, it has yet to be examined how longitudinal growth in self-regulation may predict individual differences in symptomatology. That is, adolescents who develop self-regulatory capacities such as executive functioning (EF; including shifting, working memory, and inhibitory control) more slowly than their peers may be at increased risk for maladjustment. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture the underlying dimensions of EF, and both adolescents and their primary caregiver completed measures of adolescent symptomatology. Parallel process growth curve modeling was used to test the associations between initial levels and trajectories of both EF and adjustment. Results did not reveal any significant associations between initial levels of EF and adjustment or between growth in EF and growth in adjustment. Furthermore, there were no differential associations between the different EF dimensions. However, post-hoc analyses revealed that longitudinal increases in growth of EF predicted lower externalizing (but not internalizing) symptomatology at Time 3 (controlling for Time 1). Findings suggest that those with more rapid EF development may be better able to regulate behavioral and affective states and thus be less likely to develop externalizing symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes.
Master of Science
Adolescence is a period of social, physical, and neurobiological transitions that may leave individuals more vulnerable to the development of symptoms such as anxiety, depression, aggression, and delinquency. Self-regulation affects these outcomes in adolescence; however, individuals demonstrate growth in self-regulation abilities at different rates. Thus, the current study sought to examine how differences in self-regulation (specifically, executive functioning (EF)) development over time may contribute to different behavioral and emotional symptoms in adolescence. Data were collected from 167 adolescents and their primary caregiver over approximately three years. At each time point, adolescents completed three behavioral tasks that capture EF, and both adolescents and their primary caregiver completed measures of adolescent symptoms. Results showed that there were no significant associations between initial levels of EF and symptoms, or between growth in EF and growth in symptoms. Furthermore, different aspects of EF (such as memory, attention, and inhibitory control) did not differentially predict symptomatology. However, additional analyses revealed that increases in growth of EF over time predicted lower symptoms of aggression and delinquency at Time 3. Findings suggest that those with more rapid EF development may be better able to regulate behavioral and emotional states and thus be less likely to develop these types of symptoms, and that both early levels and growth in EF may be important predictors of adolescent outcomes.
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Toner, Mark A. "Early adolescent peer-social attributional style and socio-emotional adjustment a prospective analysis /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050812.150839/index.html.

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Smith, Taylor L. "The Effects of Dating on Developmental Adjustment for Adolescents." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/honors_theses/59.

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This research study examined the course and effects of romantic relationships on the psychology and development of adolescents between the age of 15 and 18. Because existing literature demonstrates a high level of developmental significance to the relationships between adolescents and platonic peers, the introduction of the romantic element to teens’ social lives carries additional importance to their maturation process. There are also certain individuals and relationships that have greater likelihood of resulting in negative outcomes such as dating abuse and depression. Of eight participants, four were male and four were female, and all participants were currently 18-19 years of age and asked to reflect on relationship experiences they had between the ages of 15 and 18. The results did support the hypothesis of certain traits indicating higher likelihood of negative outcomes. Though the study lacked the empirical data to draw definitive conclusions, the trends found may provide insight into capability for greater understanding of the developmental significance of adolescent dating, thereby potentially leading to the development of more effective interventions by educators for individuals who need them.
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Wong, Yuk-yu Ellen, and 黃玉如. "An exploratory study of secondary school adjustment and adolescent development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249103.

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Rakipi, Sefedin. "Parenting styles| Their impact on adolescent separation and college adjustment." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3724897.

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This study examined the mediating effect of separation-individuation on the relationship between parenting style and college adjustment. This study included 150 first year college participants (Caucasian 52%, Latino/Hispanic 17.33%, African-American 7.3%, Asians 17.33%, and Other 6%) between ages 18 to 20 from New York City universities. The instruments used in this study were Parental Authority Questionnaire (PAQ), Dysfunctional Separation-Individuation Scale (DSIS), and Student Adaptation to College Questionnaire (SACQ). Hierarchical Regression Analysis was used for predicting personal emotional adjustment using separation-individuation. PROCESS Macro procedure for SPSS was used to test the hypotheses of this study. The results of this study show a few important and significant findings. First, it was found that maternal authoritarian parenting style was significantly predictive of problems in separation individuation. Secondly, it was found that separation-individuation was predictive of both personal-emotional college adjustment and social college adjustment. It should be noted, however, that problems in separation individuation were predictive of improved social adjustment, contrary to expectations, while it was negatively predictive of personal-emotional college adjustment. Finally, two mediation models were tested that showed that separation individuation mediated the relationship between maternal authoritarian parenting style and two aspects of college adjustment, personal emotional and social adjustment. The strengths and limitations as well as their significance are discussed.

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Wong, Yuk-yu Ellen. "An exploratory study of secondary school adjustment and adolescent development /." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13117075.

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18

Williams, Bryn Thomas Roy. "The psychosocial adjustment of sexually abused and abusive adolescent boys." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281779.

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Nolan, Sean David. "Core beliefs and adjustment in adolescent and adult onset psychosis." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/29922.

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Introduction: Historically, psychosis or schizophrenia, has been regarded as a biologically explained illness of an enduring deteriorating course. The absence of conclusive evidence regarding its biological nature, however, has led to the proposals of psychological models of psychosis, most recently, psychosis as a disorder of blocked adolescent development (Harrop & Trower, 2001). It was hypothesised that the roles of adult versus adolescent onset; depressive and anxious core beliefs; current emotional dysfunction; and traumatic symptomatology, would be predictive of beliefs about illness and recovery style in psychosis. Method: A total of 26 adolescents with psychosis and 17 individuals whose first episode of psychosis was after the age of 25 completed the questionnaires used to test the research hypotheses. A single case study illustrates both the theory of psychosis as a disorder of adolescent development, and the proposed, quantitatively tested model of the role of core beliefs in illness beliefs and recovery style. Results: Independent t-tests indicated there were no significant differences between adult and adolescent onset psychosis regarding each of these factors. Multiple regressions analyses indicated that current anxiety is the only significant predictor of beliefs about illness. Excluding the contribution of current anxiety, a further model with anxious and depressive core beliefs as predictors of illness beliefs approached significance. None of the proposed factors were correlated with or, therefore, predictive of recovery style. Discussion: Findings require cautious interpretation given limited sample size and difficulties recruiting to the adult onset group. Although the quantitative findings do not indicate differences between groups, the case study illustrates the complexity of adolescent psychosis and demonstrates the utility of a developmental psychopathological framework in studying these phenomena. Conclusion: Further research of the role of core beliefs in adjustment to psychosis is warranted. It might be appropriate to review the concepts of recovery and illness beliefs, perhaps using qualitative research methodologies, to broaden the understanding of individuals’ experiences of psychosis and thus promote recovery.
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Wazlavek, Bernard E. "The Effects of Participation in a Development Group Upon the Psychological Adjustment of Pregnant Adolescents and Adolescent Mothers." DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/5963.

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Pregnant adolescents and adolescent mothers are a population at risk to a variety of negative social, economic, and psychological consequences. Numerous group interventions have been designed to improve the psychological adjustment of pregnant adolescents and adolescent mothers. However, there has been a paucity of research evaluating the efficacy of these interventions. This research was designed to evaluate the efficacy of the development group intervention. The primary objective of this research was to evaluate the effects of this intervention upon the psychological adjustment of the participants. Thirty-two subjects (16 experimental and 16 comparison) enrolled in two alternative public high schools in Ogden, Utah, participated in the study. Demographic data were obtained for all subjects prior to the initiation of the study. All subjects completed a battery of self-report questionnaires prior to the development group intervention. This battery was comprised of the following assessment instruments: Revised Kaplan Scale, Adolescent Life Change Event Scale, State-Trait Anxiety Inventory (STAI), Rathus Assertiveness Schedule, Center for Epidemiological Studies Depression Scale, Rosenberg Self-Esteem Scale, and Wazlavek Support Scale. At the end of the 14-week intervention period, all participants again completed the self-report assessment battery. No statistically significant differences were found between the experimental group and the comparison group. However, development group attendance was significantly positively correlated with posttest levels of perceived social support. There is indication that married adolescents may benefit more from the development group experience than single adolescents.
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Newman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.

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Bursnall, Samantha, and n/a. "Regaining Equilibrium: Understanding the Process of Sibling Adjustment to Pediatric Acquired Brain Injury." Griffith University. School of Human Services, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.114829.

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This study developed a comprehensive framework for understanding the process of sibling adjustment to pediatric acquired brain injury (ABI). Grounded theory methodology was employed to inductively explore the issues siblings perceived to be their main concerns and how they managed these concerns. Fifty-three interviews were conducted recursively with twenty child and adolescent siblings of individuals with an ABI, four adult siblings of individuals with an ABI and four child and adolescent siblings of individuals with congenital disability. Observational and secondary data from hospital staff and parents were also analyzed. The framework was developed and verified through simultaneous data collection and analysis (Glaser, 1978; Strauss & Corbin, 1990). The main issue of concern for siblings following their brother or sister's ABI was the loss of equilibrium in their lives. Losing equilibrium was defined by the concepts of vulnerability and emotional turmoil. Specifically, following ABI, siblings were confronted with the vulnerability of their assumptive world, which was influenced by their exposure to unforeseen circumstances, mortality, the enduring nature of their brother or sister’s injury, and the perceived vulnerability of their family unit. In response to these losses, siblings experienced emotional turmoil, including acute anxiety, chronic worry, ambivalent emotions and disenfranchised grief. Losing equilibrium was an ongoing concern for siblings that threatened their sense of security, safety, predictability and control for many years post injury. To manage these ongoing concerns, siblings employed a variety of interrelated strategies to regain equilibrium. These strategies were conceptualized by the concepts, navigating and sacrificing. The purpose of these strategies was to restore safety, predictability and control in the siblings' environment. Navigating required siblings to negotiate the enduring disequilibrium in their lives, by challenging new rules with old tools, withdrawal, trying and buying, merging the familiar and the unfamiliar and integrating. Sacrificing required siblings to relinquish their needs and desires to regain equilibrium and was illustrated through the concepts, surrogate parent, surrendering parental attention, emotional repression, and self-blame. These self-sacrificing strategies appeared to influence siblings' long-term personal development. For instance, siblings believed that they became more responsible, understanding, tolerant, and cautious in everyday activities. The data indicated that these personal changes subsequently maintained siblings sacrificing behaviors. Although sacrificing strategies were employed by some siblings from the time of the ABI, most siblings mastered their loss of equilibrium through the navigating process. Like the non-finite nature of losing equilibrium, regaining equilibrium was an ongoing cyclical process. Rather than focusing on adjustment outcomes only, the current study has extended previous research by providing a framework for understanding the process of sibling adjustment to ABI. This framework provides a set of integrated categories, concepts, hypotheses and propositions to inform future research and practice.
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Fanti, Kostas Andrea. "The Parent-Adolescent Relationship and College Adjustment over the Freshman Year." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/psych_theses/4.

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This study investigates whether the parent-adolescent relationship is related to the academic, social, and personal-emotional expectations of adjustment and actual adjustment to college during the transition to college. The mother-adolescent relationship was more consistently linked to college adjustment than the father-adolescent relationship both cross-sectionally and longitudinally, and students identified their parents and especially their mother amongst the first people who they go to for support. More African Americans than students from other ethnic backgrounds and more dormitory residents than commuters identified their mother as their first supportive figure, suggesting that the students’ living arrangements and their cultural backgrounds need to be taken under consideration when studying this transitional period.
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Klein, Jenny. "ACCULTURATION, SOCIAL ACCEPTANCE, AND ADJUSTMENT OF EARLY ADOLESCENTS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2446.

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A majority of research regarding disruptive behavior disorders in youth has focused primarily upon Caucasian children and adolescents. As a result, more investigation of the unique characteristics of youth from ethnically diverse backgrounds, particularly those from Hispanic American and African American backgrounds, is needed (Balls Organista, Organista, & Kurasaki, 2003). This study investigated the relationships between several characteristics (e.g., ethnic identity, socioeconomic status, social acceptance, and emotional and behavioral symptoms) of early adolescents belonging to diverse ethnic groups. Results suggested that socioeconomic status and degree of early adolescents' social acceptance were important factors in predicting the development of internalizing and externalizing behavior problems in this age group. Additionally, perceived social acceptance moderated significantly the relationships between SES and depression, anxiety, and self-concept. Considering these results, useful treatments may be developed that enhance early adolescents' abilities to assess realistically their own social skills and interact appropriately within different social spheres. Increased self-appraisals of acceptance within social situations may modify negative effects (e.g., higher reports of anxiety and depression) of extreme socioeconomic circumstances, particularly for early adolescents experiencing low-income or poverty conditions within their family and/or their community.
M.S.
Department of Psychology
Arts and Sciences
Psychology
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Wiskin, Joan. "Psychosocial adjustment in adolescent siblings of children with an intellectual disability /." Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw814.pdf.

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Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.

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Prewett, Johann Nicholas. "Family and Parental Factors Associated with Child and Adolescent Adjustment Problems." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392892633.

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Kirby, Jacqueline J. "The impact of family process on adolescent adjustment : what matters most? /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203552779055.

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Yeung, Paul. "The psychosocial adjustment of Chinese adolescent immigrants in satellite families in Canada /." Burnaby, B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2033.

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Olsen, Edna Marie. "Psychosocial adjustment of adolescents with end-stage renal disease." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26892.

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The psychosocial adjustment of nine adolescents with end-stage renal disease (ESRD) was described by two standard psychologic tests; Piers-Harris Self-Concept Scale and Nowicki-Strickland Locus of Control. Life Events were recorded to evaluate the effect of stress at the time of testing. The mean self-concept scores were higher (p = .009) for the ESRD adolescents than the normative sample. However, the individual's scores did not differ significantly. The Life Events were comparable to the healthy population for age. The family members were assessd on the Family Assessment Measure (FAM) to assess the influence of family functioning on adolescent psychosocial adjustment. The standardized FAM scores were comparable to a normative sample. Cluster analysis of the ESRD adolescents revealed three groups differing significantly on: self-concept, locus of control, FAM self-rating and number of years from diagnosis to dialysis. Significant differences were maintained across the family members on FAM General Scale and FAM Self-Rating Scale. The adequate psychosocial adjustment of the adolescents with ESRD is consistent with recent studies suggesting that chronically ill children and adolescents do not differ from healthy children. However, the results also suggest that within the study group, a number of individuals may be experiencing problems of adjustment.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Falk, Rachel E. "Identity and adjustment : experiences of the organ transplant recipient." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14079/.

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Positive health-related behaviour is particularly important for liver transplant recipients’ (LTRs) recovery. However, non-adherence in adolescents post-transplant is thought to be greater than, or equal to, 50%. Literature searches have found limited research into the area of young adults’ experiences of having a donated liver. Knowing more of their experience seems important to help inform practice to improve adherence and ultimately save lives. The present study aimed to construct a grounded theory of young adults’ experiences of having a liver transplant, in order to better understand how young adults may adjust following such experiences. Semi-structured interviews were conducted with twelve liver transplant recipients (LTRs; five female, seven male). Data were analysed using constructivist grounded theory. A model was constructed to capture the dynamic interactions between thirteen categories, resulting in four main themes: Finding Identity Post-Transplant, Carrying Responsibility, Unseen, Unspoken or Misunderstood Challenges and Adjusting to Life After Transplant. The study highlights the importance of the themes in psychological adjustment post-transplant. Understanding this process is imperative in order to improve health-related behaviours in a cohort with traditionally poor adherence. Implications for further research and clinical practice are discussed, including educating LTRs to raise their levels of self-efficacy, which have a positive impact on adherence.
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Hellenthal, Rebecca L. "The separate and combined effects of mother, father, and peer attachment on young adolescents' social, behavioral, and emotional adjustment." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1149616245.

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Koussa, Michelle D. "Adolescent Academic Adjustment during Chronic Illness: Online Training for Child Life Specialists." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404622/.

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Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.
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34

Bailey, Mary Elizabeth Fohl. "Individual differences in the trajectories of early adolescent development and in the adjustment to the transition of adolescence." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342637810.

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35

Dzwonkowski, Agata. "Psychosocial adjustment of adolescent siblings of children with an autism spectrum disorder /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09HS/09hsd999.pdf.

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36

Taylor, Angela Moyna. "Parental attachment and adjustment to college for adolescent students in further education." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265970.

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37

Burrow-Sanchez, Jason J. "Adolescent responses to maternal depressive behaviors during dyadic interactions : predicting later adjustment /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102155.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-87). Also available for download via the World Wide Web; free to University of Oregon users.
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38

Massey, Catherine J. "Familial influences on adolescent adjustment the sibling relationship within the family system /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=832.

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39

Goodman, Kimberly. "Parent-Adolescent Discrepancies in Ratings of Youth Victimization: Associations with Psychological Adjustment." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/21.

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Epidemiological research indicates that parents report lower levels of youths’ exposure to violence than youth self-report, and theory suggests that such discrepancies reflect parents’ lack of knowledge of youth victimization and impaired ability to help children cope with victimization. This study extends prior research examining the implications of parent-youth informant discrepancies on ratings of victimization. Latent class analysis (LCA) was employed to identify groups of dyads distinguished by patterns of parent and youth report of victimization, uncovering heterogeneity based on patterns of parent-youth ratings of victimization. Analyses examined how latent classes reflecting parent-youth agreement on victimization were related to adjustment (i.e., depression, aggression, and delinquency) concurrently and over time. Participants were youths ages 10-15 years and their mothers (N=1,339 dyads) from the Project on Human Development in Chicago Neighborhoods (PHDCN). Parent and youth reports of six victimization events were used as the observed indicators in latent class analysis. Youths and parents completed parallel measures of adjustment (anxiety/depression and delinquency subscales of the Child Behavior Checklist and Youth Self Report) concurrently and at follow-up assessment (~2.5 years). This study compared three classes of youths: (a) Low Victimization (77.0%), (b) Youth > Parent (13.5%), and (c) Parent > Youth (8.1%). Concurrently, the class in which youths reported more victimization than parents (Youth > Parent) demonstrated higher levels of youth-reported depression, delinquency, and aggression. Longitudinally, however, this was not the case. In fact, the Parent >Youth class was more likely to show increased maladjustment, relative to the Youth > Parent class. Specifically, these youths showed increases in both youth- and parent- reported delinquent behavior, as well as parent-report of youth anxious/depressed behavior. In the absence of a gold standard to determine which informant is over- or under- reporting victimization, a person-centered approach can offer a unique framework for integrating informant reports. Moreover, discrepant perspectives can offer useful information for understanding the effects of victimization, as well as implications for prevention and intervention.
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Lawlor, Molly Stewart. "The role of mindfulness in early adolescent psychological adjustment and well-being." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31803.

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Within the field of positive psychology, investigations of human potential and well-being have recently focused on mindfulness, a unique quality of consciousness. Mindfulness has been defined as the practice of being aware of one's thoughts and actions in the present moment, non-judgmentally. Investigations of mindfulness have primarily focused on adult populations and have revealed mindfulness to be related to a variety of indicators of well-being such as optimism, positive affect, self-regulation, and lower rates of depression and anxiety. The present study investigated the relationship of mindfulness and well-being within a population of early adolescents. Early adolescence is marked by changes across cognitive, social and biological areas of functioning. Despite improvement of competencies, as children move through early adolescence both their sense of optimism and self-concept decline. Additionally, early adolescents experience more instances of negative affect and fewer instances of positive affect than younger children. Because mindfulness has been found to be related to such constructs of well-being in adults, the question arises, what role mindfulness might play in positive adolescent development and well-being? There are currently no specific instruments designed to assess mindfulness in children or adolescents. As such, we first tested the psychometric properties of a modified version of the Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003; modified by Benn 2004). Scores from the MAAS, along with a battery of wellbeing indicators were analyzed to answer the following 3 questions: 1) Is the modified MAAS a psychometrically sound measure when used with early adolescents? 2) Are there within and between group differences in scores on the MAAS? 3) Do early adolescents display similar relationships between mindfulness and indicators of wellbeing as have been found with adults? Results indicated two important findings. First, the modified MAAS was found to have high internal consistency, a one factor solution and evidence of validity yielding support for its use with early adolescents. Second, mindfulness was found to be related in expected directions to indicators of well-being across the domains of traits and attributes, emotional disturbance, emotional well-being and eudiamonic well-being. Indeed, these findings offer important insight into the role mindfulness may play in early adolescent development.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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41

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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42

Wong, Vivian Yick Man. "Sibling support and negative parenting as predictors of adolescent adjustment : a longitudinal study /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

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43

Wiley, Rachel. "Adolescent and Caregiver Identity Distress, Identity Status, and Their Relationship to Psychological Adjustment." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2466.

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The present study addresses identity distress and identity status in adolescents with clinical diagnoses, and their caregivers. There were 88 adolescent participants (43.2% female) ranging in age from 11 to 20 (mean =14.96; SD =1.85) who were recruited from community mental health centers in Volusia and Orange Counties. The 63 caregiver participants included mothers (82.5%), fathers (7.9%), grandmothers (7.9%), and grandfathers (1.6%), ranging in age from 28-70 (mean = 40.24; SD = 9.16). A significant proportion of adolescents (22.7%) met criteria for Identity Problem in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.; American Psychiatric Association, 2000) and 9.5% of the adolescents' caregivers met criteria for Identity Problem. Regarding identity status, 68.2% of adolescents and 27.0% of caregivers reported being in the diffused status. Additionally, 25.0% of adolescents and 54.0% of caregivers met criteria for the foreclosed status. Significant associations were found among adolescent and caregiver psychological symptoms and identity variables. Further examination of the psychological symptom variables found that obsessive-compulsive and paranoid ideation symptoms significantly predicted identity distress. In addition, caregiver identity commitment significantly predicted adolescent identity distress over and above the adolescents' identity variables. These findings and implications are discussed in further detail.
M.A.
Department of Psychology
Sciences
Psychology Clinical MS
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44

Reese, Marla Jo. "The impact of conflict resolution styles in multiple family subsystems on adolescent adjustment /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907959234.

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45

McElhaney, Sarah Jeanette. "Adolescents' Perceptions of the Relationships with their Parents in the Context of Parental Military Deployment: A Systems Theory Perspective." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/42716.

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This study sought to explore how adolescentsâ relationships with both of their parents changed over the course of parental military deployment. Participants were 9 adolescents, 12-13 years old, that participated in a focus group. Family systems theory was the guiding lens for qualitative data analysis, which included constant comparative and open and axial coding. Two dominant patterns emerged: 1) process that promoted relationship closeness and 2) process that promoted relationship distance. Processes that promoted relationship closeness included clear communication, connectedness with the at-home parent, togetherness, and flexibility of roles. Processes that promoted relationship distance included restricted communication, at-home parent disengagement, deployed parent disconnectedness and lack of role shifting. Findings suggest processes evident in adolescent relationships with their parents during deployment indicative of adjustment outcomes. Clinical implications and future research are discussed.
Master of Science
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Wright, Anna W. "Identifying Profiles of Resilience among a High-Risk Adolescent Population." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4191.

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The purpose of the present study was to determine whether distinct patterns of adolescent adjustment existed when four domains of functioning were considered. The study included a sample of 299 high-risk urban adolescents, predominantly African American, ages 9-16 and their maternal caregivers. Cluster analysis was used to identify patterns of adjustment. Logistic regression analyses were used to explore whether variations in levels of five theoretically and empirically supported protective factors predicted cluster membership. A four-cluster model was determined to best fit the data. Higher rates of goal directedness and anger regulation coping predicted membership within the highest functioning cluster over a cluster demonstrating high externalizing problem behaviors, and neighborhood cohesion predicted highest functioning cluster membership over a cluster demonstrating high internalizing symptoms. Findings suggest that within a high-risk population of adolescents, significant variability in functioning will exist. The presence or absence of specific protective factors predicts developmental outcomes.
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Fronce, Michael A. "Emotional Expression and Adjustment of Adolescents Who Have Experienced a Military Parent Deployed." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/42822.

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Gender is a context by which males and females are socialized. Social stereotypes based on gender influence emotional expressions. This study examined the emotional expression and adjustment of male and female adolescents who have experienced military deployment. Group interviews were held and transcripts were analyzed for gender differences in frequency and adherence to social display rules. The relationship of emotional expression and adjustment was also analyzed. Findings support the existence of gender differences in frequency of emotional expression, specifically that males had lower frequency of emotional expression in the interview. However, this study did not support adherence to social display rules. Males and females in the study expressed emotions that were both typical and atypical of display rules. Gender differences in adjustment were not found in this study. Clinical implications, limitations to research, and future research suggestions are also given.
Master of Science
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Gagnon, Véronique. "Étude comparative des stratégies d'adaptation de rumination et de distraction chez les adultes et les adolescents dépressifs /." Chicoutimi : Trois-Rivières : Université du Québec à Chicoutimi ; Université du Québec à Trois-Rivières, 2004. http://dx.doi.org/doi:10.1522/18261139.

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Thèse (M.Ps.) -- Université du Québec à Chicoutimi, 2004.
"Mémoire présenté comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières." Comprend des réf. bibliogr. : f. [91]-102. Document électronique également accessible en format PDF.
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Kelly, William Stephen. "The impact of Hurricane Katrina on adolescent psychological adjustment and adaptation in Southeast Louisiana." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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50

Massey, Catherine J. "Parent and sibling relationship influences on late adolescent social anxiety and other adjustment outcomes." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1375.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 121 p. : ill. Includes abstract. Includes bibliographical references (p. 65-77).
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