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Dissertations / Theses on the topic 'Youth with social disabilities Australia'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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2

Allen, Jennifer. "Bridging the gap program for transition-age youth with disabilities| A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523345.

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The purpose of this proposal was to secure funding to implement a new program tailored to the unique needs of transition-age youth (TAY) with disabilities in Orange County. As a result of this new program, TAY with disabilities will receive the extra attention and support they need to increase their independent living skills and thus their likelihood of success as they transition out of the foster care system. An extensive literature review brought awareness of the vulnerability of TAY and the unmet needs of TAY with disabilities as one ofthe more high-risk subgroups of TAY. Consequently, this research led to the design ofthe proposed program to meet the many needs of TAY with disabilities. The Weingart Foundation was identified as an appropriate funding source after conducting an online search for potential funders interested in the targeted population and project. The actu~J1 submission and/or funding of this grant was not a requirement for the successful completion of the project.

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3

Absler, Deborah. "Relationships, connectedness and engagement : a study of the multidimensional components of 'good-enough' collaborative approaches for young people with complex needs and their families /." Connect to thesis, 2006. http://repository.unimelb.edu.au/10187/356.

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The focus of this research is an exploration of the use of collaborative intersectoral approaches to service delivery as a means of improving responsiveness to the complex needs and issues presented by vulnerable adolescents and young people. There are three central domains and contexts that inform this research:- young people with complex needs- their problematic history of access to, and engagement with a particular cohort of service systems and- the common issues that arise when these service systems interact. The central research question that this thesis has explored is:- What are the principles and guidelines that will inform services operating within an integrated collaborative approach for children, adolescents and young people with complex needs? A multi method design informed by an interpretative research paradigm utilising qualitative research methods was used which consisted of:(i) An analysis of key policy directions within Australia, United Kingdom and United States relating to young people with complex needs.(ii) An analysis was undertaken of current local, national and international literature that relates to policy, program and practice for children, adolescents and young people with complex needs.(iii) In-depth interviews conducted with five stakeholder groups involved with an inter-sectoral service initiative consisting of cross-sector care teams providing a therapeutic service to young people living in residential units.

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4

Giffen, Rebecca Lubarsky Romm. "The effects of art education on low-income youth, youth of color and queer youth." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Giffen_RMITthesis2009.pdf.

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5

Pham, Yen. "The Relationship Between Social Capital and School-Related Outcomes for Youth With Disabilities." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13285.

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This study evaluates a model of social capital where support from parents, peers, teachers, and mentors (SOS) was hypothesized to mediate the link between students' abilities to mobilize support (MOS) and four school-related outcomes: academic, behavioral, emotional, and career outcome expectations. Survey data from 206 high school students with disabilities and 16 special education teachers in six school districts across three states were collected. Results from structural equation modeling, with bootstrap tests of indirect effects, indicated that SOS mediated the links between MOS and two of the four outcomes: emotional well-being and career outcome expectations. Invariance testing revealed significant differences for boys and girls. Implications for research and practice are discussed, including the need to distinguish between social capital and the process of capital formation, and the need to consider the role of students with disabilities in the process of social capital formation.
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6

Sutcliffe, John. "The youth work career: Exploring long-term careers of professional youth workers in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2425.

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The purpose of this research was to explore the meaning and experiences of the long-term careers of youth workers. This study selected a Western Australian sample group of 10 degreequalified youth workers who had graduated between 1990 and 1999 and had experienced careers in youth work spanning 20 years. The existing literature pertaining to long-term youth work careers was sparse in certain aspects, which established the primary need for the research focus. The related literature was found to represent a negative image of youth work as a career. Youth work was considered lacking in professional identity and was most commonly characterised by burnout, temporary employment prospects and an occupational pathway to other related professions. The deficits and barriers to retention and career longevity prompted the question: How does this explain those individuals who have forged a long-term career in youth work? Two research methods were used in this study: phenomenological inquiry, to seek the shared experiences of the youth work career, and grounded theory methods, to examine the extent to which the self-concept theory of career development and the life career rainbow model could be applied to improve understanding of youth work as a long-term career. The study found important differences in comparison with findings of the existing literature. Participants described careers characteristic of continuous employment; sustainability through supportive connections; longevity through leadership opportunities; and a diverse fusion of opportunities, variety and flexibility in roles undertaken. In stark contrast with the existing literature, these findings led to the development of a synthesised provisional model of the long-term youth work career. Key contributions to knowledge from the study include a constructive representation of the long-term youth work career, with significant factors of longevity being continuous employment, leadership opportunities, diversity in roles and workplaces, and supportive connections. Appraisal of career theory also resulted in suggested revisions to the self-concept theory of career development and the life career rainbow model. A provisional model of the long-term youth work career was developed, which was synthesised from the findings and key discussion points of this study. The provisional model reflected the youth work career as a knowledge-based profession, a distinct practice, a sustainable profession and a long-term career prospect. The findings also have potential implications for the youth field, particularly individual and organisational ethical practice, the importance of workplace and role flexibility, the inclusivity of youth work contexts, and the prioritisation of professional supervision and mentoring.

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7

Bounds, Marion Betsy. "Effects of summer employment training on the employability and social skills of mildly handicapped students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184468.

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During the summer of 1987 a study was conducted to determine the effects of a summer employment training program. Forty-eight mildly handicapped (learning disabled, emotionally handicapped, educable mentally handicapped) students participated. There were two types of treatment conditions: work experience plus employability and social skills training (WE + ESST); and work experience only (WE). Fifteen students served as a control group. All students had participated in a work experience program during the preceding Spring and again in the following Fall. Students in the WE + ESST group received direct instruction on employability and social skills in a classroom setting for on hour a day, twice a week for six weeks. Work experience for both treatment groups consisted of working for a minimum of fifteen hours a week. They were monitored by job developers on at least a weekly basis.

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8

Omelczuk, Suzie. "Youth worker perceptions of abused young women." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1137.

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Youth workers across Australia are coming into contact with young women who have been abused. However, the nature of that contact, and the ways in which youth workers are responding to these young women is not known. The aim of this study is to determine how youth workers in the metropolitan area of Perth perceive and act upon issues of abuse faced by the young women using their services. The study draws upon literature dealing with issues of abuse facing children and young people. Within the study issues such as problems arising from trying to define abuse are examined, as are the theories used by practitioners to describe and explain why abuse occurs within our society. Feminist theories of abuse and work with young women are offered as the basic framework of the study. The technique of gathering data is also set within a feminist framework, involving 15 youth workers in a process of discussion and debate on issues surrounding young women and abuse and youth work practice with young women. The study found that youth workers are prepared to support young women who have been abused, but that this support - varies according to the consciousness, skills, confidence anti experience of individual workers. The focus of service provision in the majority of casas lies with young man, so the needs of abused young woman using youth services are often not seen as a priority. Constraints of a work nature also impact strongly on the amount of time and energy that youth workers are able to give the young women with whom they have contact.

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9

Acevedo, Raymond. "Characteristics of independent living program participants and non-independent living program participants." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3110.

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10

Faber, Amanda R. "Assessment of the guidance and counseling needs of at-risk students in an alternative school." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005fabera.pdf.

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11

Gerard, Virginia Ann. "Checkmates : a high school targeted intervention for at-risk ninth graders /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.

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12

Dowty, Gregg. "Significant Adults as Protective Factors: Retrospective Views of At-Risk Youth." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/DowtyG2005.pdf.

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13

McAllister, Carolyn Anne. "Variables affecting the post high school outcomes of students with learning disabilities." Diss., Connect to online resource - MSU authorized users, 2008.

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14

Eriksson, Lilly. "Participation and disability : a study of participation in school for children and youth with disabilities /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-831-2/.

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15

VanderPyl, Taryn. "Easing Reentry of Incarcerated Youth With and Without Disabilities Through Employability and Social Skills Training." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cgu_etd/98.

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When incarcerated youth – those with and those without disabilities – face the prospect of reentering the community, they have many obstacles to overcome. Employment requirements are often associated with terms of parole or aftercare. Those who fail to obtain and maintain employment often reenter the juvenile justice system instead of successfully reentering society. Research shows employment is critical for successful transition from incarceration back in to the community. Limited information is available about programs that positively impact post-incarceration employment for juveniles, however. Practitioners face the challenge of selecting effective curriculum, interventions, or supports. Unfortunately, the current knowledge base provides limited guidance about teaching employability and social skills to incarcerated youth. This study evaluated one instructional program, Ready for W.A.G.E.S., that teaches competencies for employability and social skills to incarcerated youth for the purposes of easing reentry. This instructional program was evaluated using a quasi-experimental, wait list control design with a sample of 22 incarcerated youth in one long-term juvenile justice facility. The results are varied, with the standardized instruments showing no statistically significant findings, but the qualitative evidence showing significant impact. Changes were made to the Ready for W.A.G.E.S. instructional program as a result of this study.

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16

Powers, Jennifer L. "Understanding the Development of Self-determination in Youth with Disabilities in Foster Care." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/87.

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Youth in foster care who experience disabilities face many challenges as they transition out of foster care and into adulthood. In order to assist these youth, it is crucial to understand factors that may impact their self-determination, which research links to positive transition outcomes for youth with disabilities (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). While much of the existing research on the correlates and outcomes of self-determination focuses on young people with disabilities overall, and little is known about whether factors such as abuse, family stressors and extended length of time in care, and frequent placement changes influence self-determination. Exploring predictors of self-determination in youth with disabilities in foster care can be beneficial to researchers and child welfare practitioners who seek to identify effective approaches for helping youth accomplish successful transitions into adulthood. This dissertation examined the extent to which physical and sexual abuse and family stressors, such as unemployment, domestic violence, and homelessness prior to entering care; as well as foster care placement instability and total length of time in care, impact a youth's self-determination. In addition, the influence of demographic features such as race and gender on these associations was examined. Increased understanding of factors that contribute to self-determination can facilitate targeted interventions and services that enhance the lives of youth as they exit out of the foster care system and into adulthood. Overall, the findings did not reveal significant associations between self-determination and physical and sexual abuse, family stressors, length of time in foster care or number of placement moves. Post hoc exploratory analysis, however, detected other significant relationships. For example, above and beyond the main effect association of length of time in care, youth who experienced physical abuse and stayed in care for long periods of time demonstrated higher levels of autonomy. Likewise, youth with a greater number of family stressors in their family of origin, and who experienced longer stays in foster care, also demonstrated significantly higher levels of autonomy above and beyond the main effects of family stressors. These relationships speak to the resiliency and the varying nature of self-determination.

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17

Hart, Nicole Anita. "Social support among emancipated foster youth." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2122.

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18

Monroe, Carolee Ann Novicky. "A follow-up of transitioning students with mild disabilities." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1499.

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19

Monisse-Redman, Michael. "Using Maslow's hierarchy of needs to improve mental health service provision to high-risk youth : evaluation of the Peel Youth Counsellor Program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/254.

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This research focuses on the development, implementation, and evaluation of a youth counselling program with an innovative service delivery model influenced by Maslow's Hierarchy of Needs. The Peel Youth Counsellor Program (PYCP) is a promotion, prevention and early intervention program conceived as a result of an identified local need for a specialised program to work alongside mainstream mental health to provide services to youth aged 15 to 25 years. The PYCP began operation in January 2001 and is administered by the Peel Community Mental Health Service although is located fulltime in a community youth centre. The central service provision framework and understanding of youth engagement is based on youth friendly mental health services and Maslow's research into human motivation and its application to service delivery. The research outlines a comprehensive evaluation that was conducted using Austin's (1982) 'Objectives-Orientated' approach that uses a six step process to guide the implementation and analysis of what the program has achieved. The results suggest that the use of a community based youth counselling program adjunct to mainstream mental health, improves opportunities for promotion and prevention, and early (prodrama) intervention with a range of youth health and mental health issues, especially depression and suicide. With this information it is hoped that consideration will be made about current practice as well as the future development of mainstream mental health both giving priority to "youth" as an important entity in service provision.

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20

Serota, Susan B. "Socialization of teacher education students through early field experiences that engage them with secondary students at-risk for academic success /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137748.

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21

Gallardo, Alejandra. "A support group for families and caregivers of children, youth, and adults with developmental disabilities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588610.

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The purpose of this proposed program was to link with a local host agency, discover a potential funding source and write a grant in order to obtain funding for a support group for families of individuals with developmental disabilities (DD). Moreover, the purpose of the project was to provide funding for a family support group by partnering with South Central Los Angeles Regional Center (SCLARC). The program will be implemented at SCLARC, located in Los Angeles, CA. The support group was designed to provide families with interventions, resources, and the skills needed to continue caring for family members with DDs in the best way possible without reaching burnout. A literature review was conducted to thoroughly study the impact DDs have on the affected individuals and their family members. Research demonstrates that there are numerous families in need of emotional, social, and educational support as it also suggest the need of interventions for families.

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22

Campbell, Robert E. (Robert Eugene). "Academic, Behavioral, and Social Competency Characteristics of Non-Handicapped, Learning Disabled, and Emotionally/Behaviorally Disordered Adjudicated Juveniles." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331994/.

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The juvenile justice system is society's response to juvenile misconduct. In spite of numerous federal, state, and local programs, the problem of juvenile delinquency persists. An increasing number of juveniles are being taken into custody and placed in institutional settings. Although juvenile delinquents share a number of common general characteristics (e.g., sex, minority, lower socioeconomic status, a history of school failure), they are not a homogeneous group. Effective educational interventions with delinquent juveniles can meet their unique academic, vocational, and social skills deficits. Handicapped juveniles are disproportionately represented among juvenile correctional facility populations. The identification of handicapped juveniles among delinquent populations is compounded as they share many of the same general characteristics. Federal statutes require individualized educational programs for all handicapped juveniles. This research investigated academic, behavioral, and social competencies of non-handicapped and handicapped adjudicated youth. Specifically, this investigation assessed measures of academic performance, classroom behavior, self-esteem, and social behavior. ANOVA indicated statistically significant differences between non-handicapped, learning disabled, and emotionally/behaviorally disordered adjudicated juveniles in reading achievement, mathematics achievement, and teacher generated measures of classroom behavior.

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23

Nigg, Catherine Michele. "Understanding conditions leading to high school success as identified by urban Georgia at risk students." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2007/catherine_m_nigg/Nigg_Catherine_M_200808_Edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Mary Jackson. ETD. Includes bibliographical references (p. 82-88) and appendices.

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24

Newman, Thomas S. Jerich Kenneth Frank. "An investigation of Illinois child welfare experts perceptions regarding curriculum and instructional strategies for dealing with potential students at risk." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986988.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed July 31, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Mark Shelley, Wayne Benenson, Joe Nwoye. Includes bibliographical references (leaves 85-86) and abstract. Also available in print.

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25

Green, Janet E. "Using Hand-Held Technologies To Support the Transition of Youth With Intellectual Disabilities Into Adult Roles." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706748.

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People with intellectual disabilities (ID) struggle with social interactions that are vital to the development of a high quality of life. Although evidence exists to support the use of technology as cognitive aids for youth with ID, little exists on the use of common hand-held devices for social support. The use of such devices has the potential to level the playing field in adult social roles, helping people with ID make and keep relationships. It is unclear how applications like video chatting might be used to support transition-age youth with ID in adult social roles. Using a framework of modeling (i.e., social learning), generalization across settings (i.e., ecological systems), and self-determination, this single-case study was developed to learn the effect of direct instruction of youth with ID on initiation of and responses to others in adult social roles while using common hand-held devices. Three participants, selected from 9 youth participating in a structured social skills class, were taught to initiate interaction and respond to initiations made by others with modeled support in self-selected adult social settings. Visual analysis of graphed data showed generally increased initiations and responses. Percent of nonoverlapping data (PND) and percent of all nonoverlapping data (PAND) found varied effect size from one participant to the next. Quality of interactions had mixed results across participants. The results found these 3 transition-age youth with ID to be quite adept in their use of common hand-held devices, and they all used them successfully to access support. These findings suggest that the use of well known devices may increase the number of people who can provide social support, reduce the cost of devices and live supports, and reduce the of stigma of having a paid staff shadowing the individual.

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26

Galloway, Helena Johanna. "'n Maatskaplikewerkintervensieprogram vir die adolessente leerder met spesifieke leerhindernisse." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09112007-112516.

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27

Edelburg, Elizabeth. "Differences in social skills between learning disabled students and regular education students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998edelburge.pdf.

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28

Deaton, Christiane. "Horses and at-risk youth: An alternative approach to reconnect adolescents." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3361.

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The author developed a model for at-risk youth that outlines processes and incorporates best practices of an equine-facilitated program. The Horse Program Model (HPM) is designed to determine if and how participating in a horse program can help change attitudes, skills and behaviors of at-risk youth.

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29

Darcy, Simon. "Disabling journeys : the social relations of tourism for people with impairments in Australia - an analysis of government tourism authorities and accomodation sector practice and discourses /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040913.171021/index.html.

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30

Connelly, Kelsey. "Poverty in the classroom advocacy and equity /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Connelly_KMIT2010.pdf.

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31

Anderson, Kevin S. "The efficacy of a reading remediation program for ethnically and economically diverse at-risk readers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006andersonk.pdf.

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Lo, Charmaine B. "The Effects of Family and Social Engagement on the Screen Time of Youth with Developmental Disabilities: A Dissertation." eScholarship@UMMS, 2013. https://escholarship.umassmed.edu/gsbs_diss/658.

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Developmental disabilities (DEVDIS) such as attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), developmental delay (DD), and learning disabilities, affect 14% of US youth, who also experience higher rates of obesity, approximately 19%, than youth without these conditions. Screen time is a risk factor for obesity, though it is not well-studied among youth with developmental disabilities. Youth with developmental disabilities experience challenges with learning, have underdeveloped social skills, and problematic behaviors. These predispositions can often result in peer rejection. The resulting social isolation may make these youth particularly vulnerable to engaging in solitary activities such as screen time. The objectives of this dissertation were to compare screen time rates among youth with developmental disabilities to typically developing youth and to examine the associations between social and family engagement with screen time among youth with developmental disabilities. Data from the 2007 National Survey of Children’s Health (NSCH), a national cross-sectional study that assesses the physical and emotional health of US children (N = 91,642), were used. Youth 6-17 years, with ADHD (n = 7,024), ASD (n = 1,200), DD (n = 3,276), LD (n = 7,482), and without special health care needs (n = 44,461) were studied. Unadjusted analyses found that children with DEVDIS engage in higher rates of screen time than youth without special health care needs. For youth with DEVDIS who were medicated for their ADHD, these associations attenuated. Thus ADHD symptoms, a common comorbidity across developmental disabilities, drove associations between the other developmental disabilities and screen time. Across all developmental disability groups, television in the bedroom was a significant screen time risk factor in both children and adolescents. Among children with ADHD, additional screen time risk factors included lack of caregiver knowledge of the child’s friends and any social engagement outside of the household. Among adolescents with ADHD, additional screen time risk factors included lower frequency that caregiver attends adolescent’s events and sport social engagement. Findings of this dissertation elucidate modifiable screen time risk factors that could potentially be adapted to decrease screen time among youth with developmental disabilities.

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Lo, Charmaine B. "The Effects of Family and Social Engagement on the Screen Time of Youth with Developmental Disabilities: A Dissertation." eScholarship@UMMS, 2005. http://escholarship.umassmed.edu/gsbs_diss/658.

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Developmental disabilities (DEVDIS) such as attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), developmental delay (DD), and learning disabilities, affect 14% of US youth, who also experience higher rates of obesity, approximately 19%, than youth without these conditions. Screen time is a risk factor for obesity, though it is not well-studied among youth with developmental disabilities. Youth with developmental disabilities experience challenges with learning, have underdeveloped social skills, and problematic behaviors. These predispositions can often result in peer rejection. The resulting social isolation may make these youth particularly vulnerable to engaging in solitary activities such as screen time. The objectives of this dissertation were to compare screen time rates among youth with developmental disabilities to typically developing youth and to examine the associations between social and family engagement with screen time among youth with developmental disabilities. Data from the 2007 National Survey of Children’s Health (NSCH), a national cross-sectional study that assesses the physical and emotional health of US children (N = 91,642), were used. Youth 6-17 years, with ADHD (n = 7,024), ASD (n = 1,200), DD (n = 3,276), LD (n = 7,482), and without special health care needs (n = 44,461) were studied. Unadjusted analyses found that children with DEVDIS engage in higher rates of screen time than youth without special health care needs. For youth with DEVDIS who were medicated for their ADHD, these associations attenuated. Thus ADHD symptoms, a common comorbidity across developmental disabilities, drove associations between the other developmental disabilities and screen time. Across all developmental disability groups, television in the bedroom was a significant screen time risk factor in both children and adolescents. Among children with ADHD, additional screen time risk factors included lack of caregiver knowledge of the child’s friends and any social engagement outside of the household. Among adolescents with ADHD, additional screen time risk factors included lower frequency that caregiver attends adolescent’s events and sport social engagement. Findings of this dissertation elucidate modifiable screen time risk factors that could potentially be adapted to decrease screen time among youth with developmental disabilities.

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34

Flores, Sharon Ann. "What attributes to the success of educationally disadvantaged youth?" CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1309.

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35

Bracken, Sarah. "Effective teaching strategies for raising academic achievement of low-income adolescents." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bracken_S%20MITthesis%202007.pdf.

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36

Rochester, René Darlene. "The design, development, and evaluation of the PHAT STAR workshop preventive holistic adolescent training saving teens at risk /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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37

Le, Roux Marlene. "There's a place for people with disabilities within the arts: Exploring how interaction with the performing arts may facilitate the social and economic inclusion of youth with disabilities." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29276.

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This study aims to explore how interaction with the performing arts could facilitate the participation of youths with disabilities in opportunities for social and economic inclusion. Equal access for all is a dream, as the world is still a disabling place, particularly for women, poor, Black and persons with a disability. As a result of this intersectionality of social identities and oppression, a lack of access to mainstream activities and opportunities remains a day-to-day reality for many persons with disabilities (Le Roux, 2015). Persons with disability yearn for the individual freedoms enjoyed by most other members of society. One vehicle through which people with disabilities can further enrich themselves are through cultural and arts events. The 2006 United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) universally recognised the right of people with disabilities to: ● Access work opportunities (Article 27); and ● Take part in cultural life with others (Article 30), i.e., ensuring that people with disabilities have adequate access to these activities. This study aims to explore how youth with disabilities’ exposure to theatre performance, visiting the theatre or attending a workshop can derive benefit regarding their awareness and prospects for social and economic inclusion. The objectives of this study are to: 1. Describe the experience of youth with disabilities attending a performance at Artscape. 2. Describe how being at Artscape influences or expands career aspirations of youth with disabilities related to economic and social inclusion. 3. Describe the social and life skills learned through attending a performance or visiting Artscape as a facility. 4. Identify factors that influence the participation of youth with disabilities in attending performances and events at Artscape. 5. Investigate how participation in performing arts contributes to their social and economic inclusion. This study used a qualitative research approach, using critical ethnography methodology. Primary data was obtained from an in-depth interview with a young, Black disabled woman and three focus group discussions of six participants. Secondary data in the form of questionnaires were quantitatively analysed This research revealed that transport remains a major challenge for disabled youth seeking to interact with the arts. While disability is diverse and each disability is unique in itself, contact with the arts has been found to facilitate social and economic inclusion and trigger the empowerment of these youth. This was seen in the four themes that came out of the findings namely; Blown away, I can do it, you can do it, Embracing Hope, and a long way to go. Hence, accessibility has varying meanings for different kinds of disability. There remains a huge gap for people with disabilities to be included in social and economic activities, and as a result, youth with disabilities are still trapped in a world of exclusion. I have therefore proposed an Inclusive Model of Disability for Social and Economic inclusion, which are based on the same four themes that I derived from the findings, as well as a fifth theme entitled; Toward social and Economic Inclusion. Based on this model I have also discussed what the findings have shown under four themes; Artscape as a catalyst for inclusion, Career Aspirations, Social and Life Skills, and Enabling Social and Economic Participation. This study concludes that potential exists for disability inclusion and participation in the performing arts, and refers to numerous implications for the education, livelihoods, social and empowerment sectors to consider based on the CBR components of inclusive development, as well as some recommendations beyond Artscape.

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Uppal, Sarika. "What about those who don't drop out? : a typology of risk and resilience among Latino middle school youth /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992933.

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Marquis, Ruth. "The meaning of quality in living service environments: An analysis of the experiences of people with disabilities, elderly people and service workers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/976.

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The purpose of the study was to examine the experiences of both people with disabilities and elderly people and to identify their perceptions of quality as it relates to living in a service or being supported by a service to live in the community. The study was naturalistic in design and used a phenomenological approach and inductive analysis. It involved immersion in living services for a two year period, in-depth interviews with people living and working in services and participant observation. Fifty service users between the ages of twenty-one and ninety-six, and twenty-six service workers between the ages of twenty-six and fifty-four were informants in the study. The study comprised of three phases, the first phase involved repeated in-depth interviews with service users in two disability and two aged care living services to examine the experiences of people living in services and their perceptions of quality. As a result of the consistency with which relationships with key staff members emerged in the context of quality experiences, selected service workers who were named by service users were also interviewed. The findings in this phase indicated that relationships experienced by service users in their encounters with service workers were more significant in service users' evaluation of quality than tangible acts of physical and environmental care. Relational experiences of people living in services were variable. Some informants experienced consistent validation and socio-emotional support, whilst others experienced role distancing and negative communication experiences. Service workers who were interviewed as a result of being identified by service users in the context of quality, attached importance to the relational domain in the acts and behaviours of providing a service. They also attached personal meaning to their roles as service workers and shared the view that their role as service worker was underpinned by an ethos of communality. The second phase of the study involved accessing another five disability and five aged care services to collect further data to support or refute the findings from phase one. As a result a large data bank was established to confirm the consistency with which relational experiences in living services were linked to perceptions of quality by both service users and service providers. Acts and behaviours which were consistently present in the context of quality were also identified and the need for emotional support in the living context was further confirmed. The third phase of the study involved an in-depth analysis and identification of commonly experienced categories of relationships between service users and workers. Relationships were categorised into ethical and technical living service experiences and exemplars used to illustrate findings. Data analysis indicated that service experiences lie on a continuum, with mutually supportive relationships between service users and workers at one end, and physical and psychological abuse at the other. Experiences were variable in singular service contexts. This highlighted the individual nature of service relationships between service users and workers and the need to articulate human service as relationship. It also highlighted the inadequacies of using standard measures to evaluate quality in living services.

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Scott, Cynthia Pineda. "Maximizing college pathways for urban youth a quasi-experimental study of a university-based partnership /." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=1997616091&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Bork, Katie D. "Self-esteem in at-risk students." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008borkk.pdf.

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Jobe, Shelley. "The positive impact of visual art education on cognition and affective development." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jobe%20SMITthesis2009.pdf.

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Wolf, Katie D. "Self-esteem in at risk children." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004wolfk.pdf.

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Noh, Sunghwan. "Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1082.

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A large proportion of youth in foster care receive special education services, and poor educational outcomes are one of the most important difficulties facing these youth. One potential risk affecting the low educational achievements of youth in foster care and special education could be teachers' negative and stigmatizing comments toward them. Teachers' negative and stigmatizing comments could have negative effects on youths' behaviors, school attitudes and school performance. Yet, research on the nature and the impact of teachers' negative and stigmatizing comments remains limited. Based on labeling and attribution theories, this study investigated the nature and impact of teachers' negative and stigmatizing comments on the school performance of 123 youth in foster care and special education. Qualitative analysis of the youths' IEP documents was conducted, along with longitudinal quantitative analysis of the associations of negative and stigmatizing IEP comments and the youths' school attitudes, behavior, and performance. Qualitative findings revealed that almost three-fourths of the IEPs included one or more negative comments, and that a substantial proportion of teachers' negative comments specifically included stigmatizing features that could convey negative attitudes or perceptions about the youth to others, including subjective or judgmental comments, biased reports from other teachers, low expectations, and little attention to context or reason. Findings from structural equation modeling showed that teachers' negative comments indirectly predicted youths' school absences through a mediational effect of youths' problem behaviors, and the relationship between current and future youth absences was partially mediated through a complex mechanism incorporating both direct and indirect pathways involving youths' school attitudes and problem behaviors. The findings highlight the important predictive and potentially protective roles of teachers' negative comments and youths' school attitudes and problem behaviors on youths' absenteeism.

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Salay, Joanne K. MS. "A Narrative Inquiry of Volunteer Experiences at a Midwestern Equestrian Facility For Individuals With Disabilities." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1259024444.

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Simmons-Reed, Evette A. "The Effects of a Self-Determination Intervention on the Performance of Academic and Social Behaviors of College Age Youth with Intellectual Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376919618.

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Schultz, Bettina Noel. "The effects of equine-assisted psychotherapy on the psychosocial functioning of at-risk adolescents ages 12-18." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p090-0354.

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VanKummer, Savannah, and Richard Vela. "How youth in transitional housing perceive the independent living program and aftercare services at Cameron Hill." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2987.

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The purpose of this study is to explore how emancipated youth, who are clients of the aftercare ILP (Independent Living Program) and transitional housing program with Cameron Hill, evaluate those services.

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Schmidt, Jessica Danielle. "Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2481.

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Nearly 23,000 youth age out of the foster care system between the ages of 18 and 21 each year in a transition fraught with challenges and barriers. These young people often lack developmentally appropriate experiences and exposure to necessary knowledge, role modeling, skill building, and long-term social support to promote positive transitions to adulthood while in foster care. As a result, young people who exit care face an array of poor adult outcomes. Nearly 60% of transition-aged foster youth experience a disability, and as such, face compounded challenges exiting foster care. While the examination of young adult outcomes for youth with disabilities has been largely missing from the literature, available research documents that young adults with disabilities who had exited foster care were significantly behind their peers without disabilities in several key areas. Literature examining the experiences of transition-aged youth with disabilities in the general population also highlights gaps in young adult outcomes for young people with disabilities compared to their peers. Compounding the issue for youth in foster care, those who experience disabilities often reside in restrictive placement settings such as developmental disability (DD) certified homes, group homes, or residential treatment centers. Though limited, there is some evidence to suggest that these types of placements negatively impact young adult outcomes for those aging out of foster care. The rules and regulations in place to promote safety in these types of placements could further restrict youth from engaging in meaningful transition preparation engagement while in foster care. Therefore, youth with disabilities, whose needs necessitate a higher level of support towards transition preparation engagement, may actually receive fewer opportunities than their peers in non-relative foster care and kinship care as they prepare to exit care into adulthood. The work in this dissertation provides knowledge to address gaps in the literature around transition preparation engagement during foster care for youth with disabilities, youth residing in restrictive foster care placements, and youth who report high levels of perceived restrictiveness as they prepare to enter into adulthood. This dissertation is a secondary analysis of transition preparation engagement data collected at baseline for 294 transition-aged youth in foster care who participated in an evaluation of an intervention to promote self-determination and enhance young adult outcomes, called My Life. Transition preparation engagement in this study was represented by eight domains: youth perceptions of preparedness for adult life, post-secondary education preparation engagement, career preparation engagement, employment, daily life preparation engagement, Independent Living Program (ILP) participation, transition planning engagement, and self-determination. Transition preparation engagement domains were examined using hierarchical multiple regression analysis to explore differences by disability status, placement setting, and youth self-report of perceptions of restrictiveness. In alignment with the literature, 58.8% of youth in this sample experienced a disability. Additional key demographics, including age, gender, and race, and foster care experiences, including length of time in care and placement instability, were entered into the regression models as covariates. Results indicated significantly less transition preparation engagement for 1) youth with disabilities compared to youth without disabilities, 2) youth residing in restrictive placements compared to youth in non-relative foster care and kinship care, and 3) youth who reported higher levels of perceived restrictiveness compared to youth who reported lower levels of perceived restrictiveness. Program, policy, and research recommendations are discussed that highlight the need to promote transition preparation engagement for this particularly vulnerable group of young people in foster care who experience disabilities, are residing in restrictive placement settings and who report high levels of perceived restrictiveness.

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Timms, Heather A. "The journey of making meaning in drama : a case study in a metropolitan priority school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1176.

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Children with a low socio-economic background frequently fail within our schools. The school milieu is a potential contributor to this scenario, as schools are generally designed for the attributes, needs, and skill levels that are characteristic of middle• class children. It is therefore important to explore alternative learning frameworks that will enable these children to function within the school system. Drama offers unique and exciting possibilities in this field. Previous research endorses the use of drama in education for this specific purpose; and the theories propounded by learning and language theorists and drama educationalists provide a strong theoretical framework.

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