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Dissertations / Theses on the topic 'Youth'
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1
Rudolph, Rebecca. "Youth House Holmsund : Another youth health approach." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-162722.
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Oehme, Chester Gordon. "Youth gangs and youth groups : perceptions and responses." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627044.
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3
Sercombe, Howard. "Naming youth: the construction of the youth category." Thesis, Sercombe, Howard (1996) Naming youth: the construction of the youth category. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/298/.
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The youth category, in its modern form, has emerged under particular social and economic conditions, under the influence of particular social institutions, shaped by particular discourses. This thesis is an inquiry into the constitution of youth as a social category through an examination of these factors.
Through a review of the historical and sociological literature, the thesis establishes the conditions for the emergence of the modem concept of youth in the nineteenth and early twentieth centuries. The evidence suggests that the youth category came into being as a result of changes in the industrial family, the industrial reforms which progressively excluded children and young people fkom the workforce, and the establishment of compulsory schooling - especially secondary schooling. Parallel with these developments, a variety of discourses about youth (or adolescence) were generated, establishing the emergent category in scientific terms. G. Stanley Hall's theories of adolescence, developed around the turn of the century, were perhaps the most influential of these, casting adolescence as a universal stage in life characterised by social and psychological turmoil. In sociology, this theoretical frame has been the subject of longstanding debate. The thesis explores this debate, and attempts to establish a sociological view of the youth , category in the light of the historical and sociological evidence. In these explorations, youth is established as a product of historical processes, a product of political economy and of scientific discourse.
The analysis is brought into the present through a study of how youth are represented in a high circulation daily newspaper, The West Australian. Using standard media analysis techniques, the study examines the construction of language around youth, and the kinds of stories in which they appear in the newspaper, and finds a detailed discursive apparatus through which young people are classified as good or bad, passive (victim, child) or active (perpetrator, adult). These constructions vary with the institutional location of the news source, and with such factors as the gender and ethnicity of the subject, while continuing to be underwritten by orthodox discourses of adolescence. For its part, the newspaper overwhelmingly casts youth in a law and order frame, driven by the appetites of audiences and the economies of news production.
The study explores the differences as well as the continuities in the concept of youth employed in the patchwork of discourse that constitutes newspaper text. In these explorations, youth is established in the present as a contested category, the subject of competing discourses. Competing institutions and professions, in their interventions in the newspaper, try to secure a reading of the youth phenomenon which is consistent with their professional and political objectives.
The thesis is about the constitution of youth. Through the analysis of historical and contemporary discourse about youth, the thesis reveals how the subjection of this section of the adult population is achieved and maintained, how they are established as a pliable, coercible and economically dispensable population, and how the instruments of their governance are legitimated.
4
Sercombe, Howard. "Naming youth : the construction of the youth category." Murdoch University, 1996. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070831.115336.
Full textAbstract:
The youth category, in its modern form, has emerged under particular social and economic
conditions, under the influence of particular social institutions, shaped by particular discourses.
This thesis is an inquiry into the constitution of youth as a social category through an examination
of these factors.
Through a review of the historical and sociological literature, the thesis establishes the conditions
for the emergence of the modem concept of youth in the nineteenth and early twentieth centuries.
The evidence suggests that the youth category came into being as a result of changes in the
industrial family, the industrial reforms which progressively excluded children and young people
fkom the workforce, and the establishment of compulsory schooling - especially secondary
schooling. Parallel with these developments, a variety of discourses about youth (or
"adolescence") were generated, establishing the emergent category in scientific terms. G. Stanley
Hall's theories of adolescence, developed around the turn of the century, were perhaps the most
influential of these, casting adolescence as a universal stage in life characterised by social and
psychological turmoil. In sociology, this theoretical frame has been the subject of longstanding
debate. The thesis explores this debate, and attempts to establish a sociological view of the youth
, category in the light of the historical and sociological evidence. In these explorations, "youth" is
established as a product of historical processes, a product of political economy and of scientific
discourse.
The analysis is brought into the present through a study of how youth are represented in a highcirculation
daily newspaper, The West Australian. Using standard media analysis techniques, the
study examines the construction of language around youth, and the kinds of stories in which they
appear in the newspaper, and finds a detailed discursive apparatus through which young people are
classified as good or bad, passive (victim, child) or active (perpetrator, adult). These
constructions vary with the institutional location of the news source, and with such factors as the
gender and ethnicity of the subject, while continuing to be underwritten by orthodox discourses of
adolescence. For its part, the newspaper overwhelmingly casts youth in a law and order frame,
driven by the appetites of audiences and the economies of news production.
The study explores the differences as well as the continuities in the concept of youth employed in
the patchwork of discourse that constitutes newspaper text. In these explorations, "youth" is
established in the present as a contested category, the subject of competing discourses. Competing
institutions and professions, in their interventions in the newspaper, try to secure a reading of the
youth phenomenon which is consistent with their professional and political objectives.
The thesis is about the constitution of youth. Through the analysis of historical and contemporary
discourse about youth, the thesis reveals how the subjection of this section of the adult population
is achieved and maintained, how they are established as a pliable, coercible and economically
dispensable population, and how the instruments of their governance are legitimated.
5
Snihurowych, Emily. "Youth suicide." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22730.pdf.
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6
Alexandrino, Hara Mendes. "Youth you." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2015. http://hdl.handle.net/10400.5/11069.
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Choy, Sarojni C. "Youth learning." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36660/1/36660_Digitised%20Thesis.pdf.
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There is an abundance of literature on research about teaching and learning in the tertiary education sector. Within this body of literature there lies the field of andragogy that focuses on the facilitation of adult learning. Although adults and youth (those aged 17-24 years) often share common learning environments, where several principles of andragogy are practiced, there is no evidence of research to ascertain whether such principles apply to youth learners.
The primary purpose of this thesis was to examine whether youth learned like adults. Three characteristics that most adult learners share are: a deep approach to learning, an andragogical orientation to study and a high level of readiness for self-directed learning. The thesis firstly investigated whether youth learners also shared these characteristics and then explored the factors that contributed to their learning.
Altogether, 450 youth who were enrolled in courses offered by universities and Technical and Further Education (TAFE) fustitutes completed three survey questionnaires. The Study Process Questionnaire gathered data about their learning approaches, the Student Orientation Questionnaire collected data about their study orientation and the Learning Preference Assessment questionnaire informed about their level of readiness for self-directed learning. The quantitative data from the survey were analysed using the SPSS computer software. Two analytical models were developed to ascertain whether youth learned like adults.
The findings from both analytical models concluded that most youth did not learn like adult learners. Unlike adults, most youth learners had a surface approach to learning, a preference for pedagogical as well as andragogical orientations to study and low levels of readiness for self-directed learning. The survey results showed that youth preferred only the 'feel good' aspects of andragogy.
Focus groups were arranged with volunteer youths who had participated in the survey. A proforma was used to explore youths' perspectives of the factors that contributed to their learning as illustrated by the survey results. Youths' teachers were interviewed to gather their perspectives of factors that contributed to youths' learning.
A number of factors were identified during the focus groups and interviews. An analytical framework was developed to examine the factors. Two major themes emerged from the data: lifeworld and formal learning environment. Factors within each of these appeared to influence youths' decision making about how they chose to learn. Factors within youths' lifeworld related to their role conflict, expectancy valence and personological attributes. Institutional systems, teachers and their practices, decision making in system-related matters, and opportunities for self-directed learning, critical thinking and reflective thinking were perceived to be the main factors within the formal learning environment that contributed to youth's learning.
The findings from the survey and focus group data were used to draw a profile of youth learners in terms of their priorities, motivation and learning attributes. The findings were also used for discussions relating to the six principles of adult learning. A set of principles for practice and skilling for higher learning were suggested for youth learners. Based on the results of this exploratory study, the following conclusion about youth learning was proposed:
Most youth use a surface approach to learning, are at Stage 2 of their learning on an orthogonal scale and have low level of readiness for self-directed learning.
Most youth seem to appreciate a relational level of understanding rather than abstract thinking. Youths' learning could be better facilitated using Kolb's learning theory such that their learning could begin with concrete experience followed by reflective observation and then abstract conceptualisation. A directive, but highly supportive approach where the facilitator plays the role of a motivator and guide, is recommended for youth learners.
8
Shaikh, Majidullah. "Youth Leadership in a Physical Activity-Based Positive Youth Development Program for At-Risk Youth." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36591.
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Physical activity-based positive youth development (PA-PYD) programs can serve to empower and alleviate barriers to development for at-risk youth. Youth leaders may play an important role in these programs to foster the development of their younger peers, while mutually benefiting from the program as they foster and apply skills such as leadership, communication, and self-direction. Currently, there is a gap in literature as very few studies have examined youth leadership within PA-PYD programming. Thus, the purpose of the current study was to explore the perspectives and experiences of youth leaders and their fellow program participants in relation to youth leadership within the context of a PA-PYD program for at-risk youth. Data were gathered from 16 youth leaders (Mage= 13.37, SD = 1.36) and 15 program participants (Mage= 10.53, SD = 1.12) across four different program locations, using semi-structured, one-on-one interviews. This thesis is composed of two articles. The first article used a deductive-inductive thematic analysis to better understand the experiences that youth leaders had in the program. Three themes were identified: (a) building youth leaders is a process, (b) mentorship is perceived as critical for one’s leadership development, (c) trust is important for enhancing youth leader engagement. The second article also used a deductive-inductive thematic analysis to examine how youth leaders perceive the influence they have on younger peers who participate in the physical activity-based youth development program, as well as how these program participants perceive the role and impact of the youth leaders. Five themes emerged from the analysis, which were: (a) learning and building skills, (b) receiving support, (c) enjoyment, (d) relatability, and (e) lack of maturity. This research contributes to current gaps in the literature on youth leadership within physical activity-based youth programming and provides practical recommendations to improve such programming.
9
Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.
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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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Ashwell, Nick. "Perceptions of inter-youth agency collaboration : youth and health." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399893.
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Gradisar, Emily. "Developing youth leadership in UK youth work : an ethnography." Thesis, Edge Hill University, 2018. http://repository.edgehill.ac.uk/11000/.
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Youth-led provision within organisations that serve young people is not a new concept. However, the majority of youth-led work is project-based or within educational institutions, and little research exists regarding systemic youth-led work within non-educational youth organisations. This research followed a youth centre in North West England during its transition from a practitioner-led model to a more youth-led model. The aims of this research were to identify and analyse the logics and rationalities, practices and processes, and relationships that facilitated and/or hindered the process of change at the centre. The research began as a participant action research (PAR) project, which concluded abruptly mid-way through data collection. In collaboration with the youth centre, it morphed into an ethnography that examined youth-led work in the wider centre. The first contribution to knowledge is the analysis of the process of change using a complexity framework, which found that certain kinds of interactions heavily influenced the character of the centre and thus the process of change. The second contribution is in illustrating the way in which young people can realise their ability for youth leadership as an organic process rooted in context of their own interests and priorities.
13
Doran, Cormac. "An investigation of youth work in Irish youth services." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/15211/.
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The aim of this project is to examine the extent to which youth work in Irish youth services pursues a social controlling function and to identify and examine types of power being deployed in the sector. The growth of youth services with paid, professional staff since the early 1990’s has seen the emergence of programmes for targeted young people (Scanlon et al 2010). Different in nature to historical, volunteer led youth work that focused on emancipating young people Lorenz (2009, p.8) identifies how contemporary targeted youth work “represents the interests of the system, which regards integration as an organisational task requiring structures, rational plans and utilitarian goals.” This study investigates youth work provision within a sample of Irish youth services. This sample is from a wide geographical range and consists of community based, independent and youth work organisation type youth services. Using an adaptation of Constructivist Grounded Theory (Charmaz 2006) and Adaptive Theory (Layder 1998), perspectives of youth service managers and civil servants with responsibility for youth provision are explored. The research process is focused on two main areas: the extent to which provision of youth programmes within the sampled services fulfils a social controlling function and the identification and exploration of the role of various stakeholders in programmes. The project addresses the above foci by gathering data through interviews and using a three stage coding process to interpret data. Key theoretical tools are adapted and deployed in a pragmatic nature to suit the project. Theory emanating from Bronfrenbrenner’s Ecological System is used when presenting findings relating to various levels within the area of study with Bourdieu’s concepts of Field and Capital used to explore subjective data as opposed to traditional objective approaches. The result of this process is the creation of new knowledge regarding the role of programmes in youth services, the identification of agencies in the sector and their motivations for involvement in youth work programmes.
14
Warren, Jeffrey Lee. "Training youth workers to teach youth basic Christian apologetics." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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com, brooker ma@gmail, and Miriam Brooker. "Youth Mentoring and Adult-Youth Relationships: The Importance of Context." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090824.140806.
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This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people.
Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships.
The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis.
Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
16
Luke, Anne. "Youth culture and the politics of youth in 1960s Cuba." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/20492.
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The triple coordinates of youth, the Sixties and the Cuban Revolution interact to create a rich but relatively unexplored field of historical research. Previous studies of youth in Cuba have assumed a separation between young people and the Revolution, and either objectify young people as units that could be mobilized by the Revolution, or look at how young people deviated from the perceived dominant ideology of the Revolution. This study contends that, rather than being passive in the face of social and material change, young people in 1960s Cuba were active agents in that change, and played a role in defining what the Revolution was and could become. The model built here to understand young people in 1960s Cuba is based on identity theory, contending that youth identity was built at the point where young people experienced – and were responsible for forging – an emerging dominant culture of youth. The latter entered Cuban consciousness and became, over the course of the 1960s, a part of the dominant national-revolutionary identity. It was determined by three factors: firstly, leadership discourse, which laid out the view of what youth could, should or must be within the Revolution, and also helped to forge a direct relationship between the Revolution and young people; secondly, policy initiatives which linked all youth-related policy to education, therefore linking policy to the radical national tradition stemming from Martí; and thirdly, influence from outside Cuba and the ways in which external youth movements and youth cultures interplayed with Cuban culture. Through these three, youth was in the ascendancy, but, where young people challenged the positive picture of youth, moral panics ensued. Young people were neither inherent saints nor accidental sinners in Cuba in the 1960s, and sought multiple ways in which to express themselves. Firstly, they played their role as activists through the youth organisations, the AJR and the UJC. These young people were at the cutting edge of the canonised vision of youth, and consequently felt burdened by a failure to live up to such an ideal. Secondly, through massive voluntary participation in building the Revolution, through the Literacy Campaign, the militias and the aficionados groups, many young people in the 1960s internalised the Revolution and developed a revolutionary consciousness that defines their generation today. Finally, at the margin of the definition of what was considered revolutionary sat young cultural producers – those associated with El Puente, Caimán Barbudo and the Nueva Trova, and their audience – who attempted to define and redefine what it meant to be young and revolutionary. These groups all fed the culture of youth, and through them we can start to understand the uncertainties of being young, revolutionary and Cuban in this effervescent and convulsive decade.
17
Alder, Stephanie A. Beaver. "Fostering Youth Empowerment & Wellness| Supporting Community College Foster Youth." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10098575.
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Foster youth face significant challenges as they navigate higher education; estimated rates of those who obtain Bachelor Degrees vary from 1 to 11% (Casey Family Services, 1999; Emerson, 2006; Pecora et al., 2003). Grounded in identity, attachment, development, and student success theories and rooted in relational cultural therapy, this proposed program applies components to help counter and shrink the achievement gap of foster youth. Utilizing case management, a mentoring program, and across-system collaboration and communication, educational outcomes for foster youth can be improved, avenues for positive and consistent interpersonal adult connections can be provided, and access to existing services across campus, local, and county systems for foster youth attending a community colleges can be improved. The challenges facing foster youth, associated theories and proposed intervention components are examined and supported by the literature. Intervention strengths, limitations, and implications are also explored.
18
Brooker, Miriam Rose. "Youth mentoring and adult-youth relationships : the importance of context /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090824.140806.
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Brooker, Miriam. "Youth mentoring and adult-youth relationships: The importance of context." Thesis, Brooker, Miriam (2009) Youth mentoring and adult-youth relationships: The importance of context. Masters by Research thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/715/.
Full textAbstract:
This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people.
Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships.
The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis.
Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
20
Brooker, Miriam. "Youth mentoring and adult-youth relationships: The importance of context." Brooker, Miriam (2009) Youth mentoring and adult-youth relationships: The importance of context. Masters by Research thesis, Murdoch University, 2009. http://researchrepository.murdoch.edu.au/715/.
Full textAbstract:
This study is about programmes that foster adult-youth relationships and more specifically about the community context necessary for such programmes to flourish. The study is designed to explore a faith-based community context in which a youth mentoring programme is being considered as a strategy to help develop adult-youth relationships and youth participation in the community. The focus of this research is an Anglican parish in Perth, Western Australia. The study evaluates whether mentoring would be the most appropriate adult-youth programme intervention to facilitate parish ministry to its young people.
Three literatures related to formal adult-youth programmes including youth mentoring, intergenerational and youth-adult partnerships inform the study. Key programme characteristics and theoretical models related to the three literatures are identified, as well as recommended practices or behaviours associated with the development of effective adult-youth relationships.
The study methodology emphasises wide consultation and elicits the perceptions and expectations of participants regarding youth mentoring and youth participation. Illuminative evaluation, action research and mixed methods approaches are integrated and combined within the study, incorporating a range of data sources to be compared and contrasted to identify adult and youth needs and to produce recommendations pertinent to the parish context. A sociocultural approach to data analysis and interpretation, as outlined by Barbara Rogoff, is employed to foreground interpersonal relationships in the parish whilst also considering individual and cultural-institutional planes of analysis.
Youth participation is identified to be an adult need given the anxiety of many study participants about the future of the parish and their valuing of a community incorporating all age groups. Despite generally positive participant expectations of mentoring as an intervention, study findings indicate that a formal youth-adult activity programme would be more likely to respond to the needs of all young people connected to the parish. Mentoring is identified to be one potential form of youth-adult activity that could be included, as well as being a form of relationship that could develop naturally. The study includes four main recommendations regarding preparatory activities intended to support the design and implementation of an effective parish adult-youth programme: (1) Address barriers to communication between youth and adults; (2) Be aware of power differences between adults and youth; (3) Be open to supporting youth initiated change; and (4) Develop a shared vision for youth participation in the parish. Overall, lessons learned from the youth mentoring, intergenerational and adult-youth partnership literatures suggest that a focus on mutuality and reciprocity between youth and adults is most beneficial for the development of ongoing relationships.
21
Lauxman, Lisa, Marta Elva Stuart, Darcy Tessman, Juanita O'Campo Waits, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for Youth Development Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/156904.
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4 pp.This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
22
Björkqvist, Maja. "Asking for a friend : Youths experience with youth health centres in Sweden." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-174529.
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This thesis explores the stigmas and taboos surrounding youth health centers in Sweden and how this might be hindering young people to visit the youth health centers. It’s exploring how this can be challenged and how the threshold can be lowered by involving the informal support system and bringing the youth health center to the youth arena which allows for a more informal type of support and guidance. The youth health centers in Sweden have been around since 1970 and are a well known and established form of healthcare, yet the majority of the visitors are young women. How come? I’ve been working from the hypothesis that there is a need for more youth to seek help but that they for various reasons don’t manage to make it all the way there. There are many stigmas surrounding topics that the youth health center is dealing with, such as sex, depression, or domestic violence. This is especially true for young people on the edge between childhood and adulthood. Using a human-centered design approach this project has through the involvement of adolescents, midwives and youth workers among others, been exploring challenges and finding opportunities where interaction design can be used to improve the situation for the youth that do not make it to the youth health centers but that want and would benefit from their services. The final design proposal is an ambassadorship, aimed towards adults already part of the informal support system, that will enable youth to feel more empowered to seek help. It is set up to reach the youth in new ways, in an informal manner to bring the solution to the youth and to create a more comfortable space for them to open up within. Part of this is also a service for youth to effortlessly get in contact with the youth health center and to create personal connections to its personnel through link cards and video presentations. These connections are there to prepare the youth and to lower the bar of contact by building trust and humanize the help-seeking process. To make it clear that they are not trying to contact an institution but a person.
23
Maynard, Karen Kimberly. "Fostering youth engagement:." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2830.
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Cheong, Yat-man, and 章逸民. "International youth hostel." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982700.
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Nikitin, I., and M. Johnston. "Youth and technology." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23122.
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Myzukina, M., and J. Chernoivanova. "Youth against smocing." Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/13500.
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Panaskova, Karyna, and Krystyna Panaskova. "Youth problems nowadays." Thesis, НТУ "ХПІ", 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/22418.
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Cheong, Yat-man. "International youth hostel." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25951531.
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Friend, Nan. "Pima Youth Partnership." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295723.
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Pierce, Kyle R., Clive Brewer, Michael W. Ramsey, Ronald Byrd, William A. Sands, Margaret E. Stone, and Michael H. Stone. "Youth Resistance Training." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4140.
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Greene, Amanda E. "Youth Physical Activity." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4958.
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Callingham, Christina. "Youth Engagement in Northern Communities: A Narrative Exploration of Aboriginal Youth Participation in a Positive Youth Development Program." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32869.
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This qualitative study aimed to enhance our understanding of youth engagement experiences from the perspective of Aboriginal youth living in the Canadian North, as positive youth development programs can foster community engagement among youth and may have implications for Aboriginal youth involvement in community healing. With an asset-based orientation that recognizes that youths’ strengths co-exist with, and are understood in relation to, environmental challenges, narrative inquiry was used to explore the experiences of six Aboriginal youth who participated in a program that promotes community engagement. Rich participant accounts resulted in better understanding youth engagement as a profound culture-bound process rather than simple participation in a program, and illuminates the importance of positive relationships, adult support, and pre-program community involvement to building subsequent engagement. This study has implications specific to Aboriginal youth as having a role in promoting health and healing in their communities through their engagement.
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Knorr, Lilian (Lilian M. ). "Youth and cities : planning with low-income youth and urban youth cultures in New York City and Paris." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95578.
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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 287-302).
Are the cities of North America and Europe governed, built, and planned by authorities to encourage youth development or facilitate repression? Youth and Cities: Planning with Low- Income Youth and Urban Youth Cultures in New York City and Paris is an investigation into the experience of urban youth by (1) examining the impact of youth policy regimes and neoliberal urbanization processes on the challenges young people face, the opportunities they have and the capacities they can build; and (2) looking at the myriad ways that young people utilize and transform urban space in their everyday lives through their cultural activities, such as hip hop, skateboarding, pick-up basketball and graffiti. Combining empirical research with urban theory, the project seeks to develop a set of conceptual tools for understanding the relationship between youth, the state and the urban environment. Young people are avid users of urban space, yet urban environments and governance practices only variably encourage the development of youth cultural movements. In the context of heightened anxiety about youth violence and growing youth unemployment, a central question behind this project is: what is the potential role of urban planning and design in promoting the wellbeing of young people living in low-income communities? The project's overall objective is to explore the potential role of urban planning and design in improving youth contexts and outcomes. Case studies are based on research in Paris and New York City, due to their vibrant youth cultures, high densities, and different governance strategies regarding the spatial practices of urban youth. As such, the two cities represent different physical landscapes and policy environments for young people. In Paris, the state is actively involved in the youth field and so, young people have a richly developed environment of resources. Many young people, however, feel cordoned off to such facilities and so seek greater engagement with the city as a whole. The Paris case shows that the provision of amenities is not tantamount to extending the 'right to the city' to young people. Conversely, in New York City, there is still much hesitance towards recognizing youth through the allocation of urban space and as such, young people depend largely on private actors and community organizers for spatial resources. The urban design politics of these landscapes reveal the tension between neoliberal urbanization processes and positive youth development. Spatially, policy in New York City shifted from making cities more habitable for young people to making youth more manageable for cities. Socially, urban policy moved from supporting social programs to facilitating market interests. The goal of reducing youth's footprint on the built environment - to render them invisible, so to speak - results in landscapes that provide fewer and fewer opportunities for young people to transform and appropriate urban space. In Paris, decades of place-making have entrenched youth space in the city, making it harder for the state to disinvest young people of their spatial resources. Despite different youth policy regimes and urban landscapes, young people in both cities are avid users of urban space and are captivated by similar cultural movements. Drawing upon ethnographic fieldwork with young hip hop artists and local youth, the project identifies the ways that young people use the built environment to express themselves. By analyzing the visual cultures of the environments they transform, their use of social media to promote their goals, and the ephemeral ways that they appropriate space, I propose a model of freestyle urbanism. In New York in particular, young people with few spatial resources use and transform leftover spaces such as parking lots, alleyways, and abandoned buildings to meet their needs. These spaces enable a form of urban use and intervention that transforms space spontaneously and ephemerally.
by Lilian Knorr.
Ph. D.
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Krueger, Britt. "Youth and Technology: The risks youth take when using modern Technology." UOIT, 2009. http://hdl.handle.net/10155/46.
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Roche, Cathy. "No Más Violencia: Family Conflict and Youth Aggression among Latino Youth." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_diss/52.
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This research examined the link between family conflict and youth aggression in Latino families. Attitudes toward aggression were tested as a mediator of this link, whereas family constellation variables (cohesion, responsibilities, birth order, and gender) were tested as moderators. This model was tested in a longitudinal community sample of 143 youth (study 1) and in a sample of 35 sibling dyads exposed to domestic violence (study 2). Differences between the two studies supported the notion that domestic violence and family conflict are distinct phenomena. For example, fairness did not have any main effects or interaction effects on behavioral outcomes in study 1. However, fairness had a negative association with aggression for oldest siblings in study 2. Future directions are discussed including a call for a developmental-ecological-feminist theory and participatory action research.
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Sanders, William Spencer. "Our manor : youth crime and youth culture in the inner city." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407421.
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Gxubane, Eric Thulane. "Recidivism among male trial-awaiting youth detained at Dyambu Youth Centre." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/15419.
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Bibliography: leaves 108-113.The study investigates the problem of recidivism amongst male trial-awaiting youth detained at Bosasa's Dyambu Youth Centre (DYC), to determine whether their experiences with the variables under investigation have in any way influenced them to consider changes in their attitudes towards criminal behaviour. The research design in this study followed both quantitative and qualitative methodological orientations .An interview schedule was constructed in advance and applied in a standardised manner and was administered by the researcher, face to face with each respondent. Data were analysed and presented both quantitatively and qualitatively. Findings in this study revealed that financial gain, drug addiction and peer pressure were the major driving forces and motivating factors that influenced the respondents to become repeatedly involved in criminal behaviour. Lack of a stable source of income, denial of re-admission at school, rejection by family and friends and lack of stable home and accommodation were some of the major factors that made reintegration into the community difficult for the respondents during the period after their previous release. The findings in this study point to inadequacy of services with regard to prevention of crime and recidivism amongst juvenile offenders. Re-integration and after-care services were identified as an area that is grossly neglected in the field of probation and in social work services generally. Nearly all the respondents reported that they would like to abandon their criminal lifestyle but the situations that they face and various other factors highlighted in the study drive them to crime. The predominant factors identified by the respondents as influential in encouraging abandonment of criminal activities include: a fear of heavy criminal record, disgracing the family, the acquisition of various skills and knowledge from DYC workshops and classes; and their own individual thinking.
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Kalonji, Stéphane M. "Umoja youth ministry an educational youth program for African American churches /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Stuart, Marta, Darcy Tessman, Juanita O'Campo Waits, Lisa Lauxman, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for High School Youth Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/156906.
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4 pp.This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
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Tessman, Darcy, Marta Elva Stuart, Juanita O'Campo Waits, Lisa Lauxman, Brent Strickland, Jan Norquest, and Margaret Stone. "Identifying High Quality Youth Programs: Information for Middle School Youth Professionals." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2007. http://hdl.handle.net/10150/158287.
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2 pp.This is a series of 6 fact sheets related to identifying high quality youth programs from several perspectives: middle/high school youth, parents, youth development professionals and identifying resources in the community. It also includes a check list that will be included with each of the fact sheets.
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Schneider, Sarah A. "THE ENVIRONMENTAL CONCERN OF YOUTH AT A YMCA YOUTH ADVENTURE CAMP." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/161.
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This study was conducted to examine and report on the environmental concern of the youth participants of the Teen Adventure program at YMCA Camp Jones Gulch to determine if those ideas altered over the course of the campers' chosen summer camp experience. Campers and their guardians were asked to provide consent and assent to participate. Forty-three participants completed both a pre and posttest survey which included 15 items on a Likert-type scale asking participants to rate their agreement with statements about the environment. Results indicated that neither activity nor age was significant in explaining differences. However, further examination showed a significant change pre to post in males' responses, as well as significant changes from pre to post responses in both base camp/rock climbing and surfing sessions. Discussion and recommendations follow.
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Schweitzer, Donald Dale. "Runaway and Homeless Youth: Changing the Discourse by Legitimizing Youth Voice." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/292.
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Undoubtedly, runaway and homeless youth (RHY) are one of the most vulnerable, yet underserved groups in our country. Well-meaning advocates have developed programs and services in an attempt to remedy this, yet there is little evidence of their effectiveness. Moreover, according to the research literature, a low utilization rate of current services by youth is a major concern. From a constructivist theoretical position, this study posits that the missing element is youth voice and the researcher hired formerly homeless youth to conduct the analysis of focus group data gathered from RHY who were participating in a range of services funded by the Runaway and Homeless Youth Act. By employing participatory action research (PAR) methods, this study privileges youth voice and asks two research questions; 1) what are current program models doing right with regards to RHY services, and 2) what can be learned by employing youth analysts in research. Findings indicate that how services are offered is as important as what services are offered. Additionally, by privileging youth and providing meaningful participation, youth are exceptionally capable to develop and evaluate services, programs and policy. Youth workers must continue to privilege youth voice if they hope to effect change in the lives of young people. If not, services will continue to play a key role in keeping RHY as one of the most marginalized groups in our society.
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Pooley, Kamarah. "An evaluation of youth justice conferencing for youth misuse of fire." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116520/1/Kamarah_Pooley_Thesis.pdf.
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This project involved an evaluation of firefighter involvement in Youth Justice Conferencing to determine whether, and if so how, this program facilitates the prevention of youth misuse of fire. Evaluation comprised quantitative analyses of a decade of Youth Justice Conferencing records and recidivism data, alongside qualitative analysis of program practitioner interviews. Findings revealed that, although there are some areas in need of improvement, Youth Justice Conferencing with firefighter involvement contributes to a reduction in the risk of general recidivism, whilst providing an avenue through which to deliver fire safety education to at-risk groups within the community.
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Cheng, Chi-ho Howard. "A study of social welfare policies for youth in Hong Kong : y Cheng Chi-ho, Howard." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19852435.
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Hau, Lai-kuen Carni. "An exploratory study of the vocational decision-making of unemployed youths /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991322.
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Halsall, Tanya. "Evaluation of a Sports-Based Positive Youth Development Program for First Nations Youth: Experiences of Community, Growth and Youth Engagement." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35598.
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In contrast with mainstream Canadian youth, First Nations youth experience many health disparities. Researchers recommended that interventions designed to promote First Nations youth development use a strengths-based lens that recognizes contextual challenges. Furthermore, leadership programming for First Nations youth has begun to show promising outcomes. The overall purpose of this research was to examine the Youth Leadership Program (YLP) program to gain an understanding of program implementation and perceived outcomes related to both individual and community development. Two studies were conducted to fulfil the research purpose. The first study applied a qualitative approach that examined contextual dynamics, implementation issues (Article 1) and perceived impacts (Article 2). Data were collected using semi-structured interviews and analyzed using thematic analysis. Overall, 12 program staff (5 females), one Elder (male) and 10 youth (8 females) participated in semi-structured interviews. In addition, 11 youth (7 females) participated in two focus groups. The data from the youth and staff were included in the first study. The focus group data was included in the second study. In Article 1, findings were categorized into strategies for success and challenges. The following six themes were identified within the strategies for success: (a) designing youth engagement strategies, (b) being creative and adaptable, (c) being a positive presence, (d) applying experiential learning techniques, (e) balancing the integration of culture with youth voice and (f) identifying partnerships and developing relationships with the community. The three themes relating to challenges were (a) community diversity, (b) social issues and (c) staff burn-out. In Article 2, data analysis resulted in three themes that describe the perceived program effects at the participant, staff and community levels. The three major themes include: a) progressive leadership development, b) enhanced relationships and c) increased community participation. Within the second study (Article 3), methods were based on youth participatory evaluation and Photovoice and the design included capacity building, stakeholder analysis, photo exploration and utilization-focused activities. Using a thematic analysis, five themes were identified: (a) fun and fulfilling to engage the children, (b) positive outcomes for youth leaders, (c) community impacts, (d) challenges and (e) opportunities for improvement. Findings for each study are discussed in relation to current theory and practice, and recommendations are provided for future research and programming. This research makes contributions to applied positive youth development programming, community-based research with First Nations youth, youth-led participatory research and developmental systems theory.
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Sayce, Terence Richard. "Recalibrating youth bulge theory : Saudi Arabia's youth and the threat to security." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11483/.
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This thesis addresses the question of whether Saudi Arabia’s youth bulge presents a threat to domestic and international security. Youth bulge theory informs us that if countries are home to large youth populations whilst experiencing high levels of unemployment they are susceptible to civil unrest, terrorism or civil war. It is irrefutable that Saudi Arabia has a youth bulge, high unemployment and -- in spite of its perceived prosperity -- it has experienced both domestic and global terrorism, with 15 of the hijackers on September 11, 2001 coming from the Kingdom. Consequently, following 9/11 Saudi Arabia was criticized by the West for having a religious education system that turned out terrorists, an allegation it strongly refuted. Given the recent resurgence in domestic and international terrorism by young Saudi members of DAESH (Islamic State), both within Saudi Arabia and the Levant, after a decade of relative calm, there would appear to be a strong case to support the theory. However, in Arabia, things are not always as they may seem. It is argued that youth bulge theory is overly focused on civil war and needs to be recalibrated to take account of Saudi exceptionalism. Built upon a foundation of Social Movement Theory, this thesis is supported by the three pillars of youth bulge, terrorism and feminist theory; the latter because half the population has to date been ignored by the academy in the discussion on youth bulge. Drawing from Durkheim’s work on religion, education and suicide, and Habermas for his public sphere, administrative power, education and crisis in society, the theory is reinforced by exhaustive ethnographic research and data drawn from primary and secondary sources. This process to recalibrate youth bulge theory will lead us to a better understanding of Saudi youth and an explanation for why when a few young Saudis embraced terrorism, the vast majority did not.
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Zinck, Lana Catherine. "Parent-youth relations and adjustment of youth with and without learning disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18416.
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Youth with learning disabilities (LD) are at risk for difficulties in academic, social-emotional and behavioural domains. Cohesive and flexible family relationships are protective for youth at-risk, including youth with LD, although there is little empirical research on families of youth with LD. The purpose of the present study was to build on the area of parent-child relationships and adjustment of youth with LD and determine whether specific aspects of parent-child communication including, clarity, open emotional expression, and problem solving are associated with various aspects of adjustment in youth with and without LD, beyond that predicted by parental control and involvement. Fifty-two youth with LD and a matched group of 52 youth without LD (NLD) completed measures of social, emotional, and behavioural adjustment, as well as questionnaires related to their relationships with their mothers and fathers. Report card grades were obtained as a measure of academic competence. Results revealed that the parent-child relationship variables differentially predicted various domains of adjustment for youth with and without LD. For youth with LD, perceptions of problematic maternal control and involvement significantly predicted emotional distress and behaviour problems, and were inversely related to psychosocial adjustment. The communication variables did not significantly contribute to the prediction of any adjustment area. In contrast, for youth without LD, perceptions of problematic maternal control and involvement only predicted behaviour problems. However, perceptions of poor maternal problem solving and clarity of communication predicted a significant and unique amount of variance in emotional distress and psychosocial maladjustment, respectively. Surprisingly, poorer maternal problem solving was also predictive of academic adjustment for NLD youth. Overall, the results suggest that youth with and without LD appear to benefit from a different kind of supportLes adolescents qui éprouvent des difficultés d'apprentissage (DA) ont plus de risques que les autres de présenter des problèmes scolaires, socio-émotionnels et comportementaux. Bien que des relations familiales unies et flexibles constituent un facteur de protection pour les adolescents à risque en général, il y a peu de recherches empiriques portant spécifiquement sur les familles d'adolescents avec des DA. Le but de cette étude était d'exploiter les domaines des relations parent-enfant et de l'adaptation des adolescents avec des DA afin de déterminer si certains aspects de la communication parent-enfant comme la clarté, l'expression des émotions et la résolution de problèmes, sont associés à divers aspects de l'adaptation des adolescents avec ou sans DA, au-delà de ce qui est prédit par le contrôle et l'implication des parents. 52 adolescents avec des DA et un groupe de contrôle de 52 adolescents sans DA ont complété des échelles d'adaptation sociale, émotionnelle et comportementale et des questionnaires sur leur relation avec leurs parents. Les compétences scolaires ont été mesurées grâce aux notes du bulletin scolaire. Les résultats révèlent que les aspects de la relation parent-enfant prédisent de manière différente l'adaptation des adolescents avec ou sans DA. Pour ceux aux prises avec des DA, la perception d'une implication et d'un contrôle maternels problématiques prédit de manière significative la détresse émotionnelle et les problèmes de comportement, et sont inversement reliés à l'adaptation psychosociale. Les variables relatives à la communication n'ont pas contribué significativement à l'adaptation dans quelque domaine que ce soit. Par contre, chez les adolescents sans DA, la perception d'une implication et d'un contrôle maternels problématiques prédit seulement les problèmes de comportement. Cependant, les difficultés de la mère à résoudre des problèmes et à communiquer clairement prédis
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Seto, Ming-wai, and 司徒明慧. "Youth work organizations and the nurturing of future youth leaders forpolitical participation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46776138.
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Shildrick, Tracy Anne. "'Spectaculars', 'trackers' and 'ordinary' youth : youth culture, illicit drugs and social class." Thesis, Teesside University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411192.
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