Thèses : « Teenage and educational Mod »

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Ortiz, Lisa M. Jenkins Sharon Rae. « Educational attainment among high-risk teenage mothers ». [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3929.

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Ortiz, Lisa M. « Educational Attainment among High-Risk Teenage Mothers ». Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.

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Decreased educational attainment has been associated with numerous factors such as teenage pregnancy, repeat pregnancy, risky sexual behavior, substance use, depression, and parental distress. Educational attainment was examined among a group of predominantly Mexican American teenage mothers who were considered at high risk to have a repeat pregnancy, contract sexually transmitted diseases (STDs), and use substances. Project Success Longitudinal Study is part of a national study funded by the Center for Substance Abuse Prevention. Participants were recruited from eight traditional high schools in a large South Texas school district, an area with a high rate of teenage pregnancy and substance use. The treatment intervention included a multidimensional curriculum that was implemented in the participants' high schools in addition to home- and school-based case management services. It was hypothesized that participants who received the intervention would be more likely to attain their high school degree or equivalent and that amount of treatment received would be associated with educational attainment. Additionally, it was hypothesized that profiles of participants who attained their high school degree or equivalent would differ in the areas of parental distress, social support, symptoms of depression, and substance use when compared to participants who did not attain their high school degree or equivalent. Results indicated that participants who received the intervention reported increased educational attainment during the first two years of the study. Additionally, all participants experienced positive changes on various psychosocial measures.

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Buchanan, Angelo R. « The Life and Academic Experiences of Teenage Mothers and Expecting Teenage Mothers Attending High School in Missouri ». Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729526.

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The purpose of this study was to discover and understand the life and academic experiences of high school teenage mothers and expecting teenage mothers. The research questions was, How do these teenage mothers and expecting teenage mothers describe their life and academic experiences in a Missouri high school; What challenges do they face to successfully continuing their education; and What would they want and/or need in a high school-based child-care center if it were to be implemented as part of the high school’s intervention with this at-risk population? The study was conducted at a medium-sized Midwestern Urban High School. The researcher interviewed 16 teenage mothers and expecting teenage mothers to provide insight into the research questions. Pseudonyms were used to preserve anonymity. Interviews were conducted face-to-face. The themes that emerged from the interviews included (a) problems with child-care, (b) barriers to resources, (c) teenage mothers’ and expecting teenage mothers’ recommendations, and (d) teenage mothers’ and expecting teenage mothers’ attitude toward pregnancy. Based upon the findings in this study, several recommendations may be beneficial to the life and academic success of teenage mothers and expecting teenage mothers attending urban high schools in Missouri: The inclusion of an on-site child-care center, whether it is in an adjacent building from the school itself or in a separate section within the school, would allow this particular population to attend school daily and on time regularly; therapeutic counselors and/or social workers along with guidance counselors should also be placed in the urban high schools; based on the participants’ statements, job training and paid internships placed in the schools would prepare the young mothers for jobs upon completing high school; visits from licensed pediatricians and dentists are recommended in the schools to see the children on a monthly basis; and the inclusion of a father support center should be placed in the urban high schools to work with teaching males, especially those who are fathers of children by the young ladies who are attending the school also, to be fathers whether their children attend the on-site center or not.

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Turner, Sherri. « Native American adolescent career development : initial validation of a computerized career exploration and assessment instrument / ». free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988704.

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Marsiglio, William. « Male teenage fertility : an analysis of fatherhood commitment and its association with educational outcomes and aspirations / ». The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487325740718516.

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Muteti, Tabitha Ndinda. « Educational experiences of pregnant and parenting adolescents in pregnant minor education program ». CSUSB ScholarWorks, 2013. https://scholarworks.lib.csusb.edu/etd-project/693.

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The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.

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Hindin-Miller, Jennifer Margaret. « Re-storying identities : Young women's narratives of teenage parenthood and educational support ». Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7228.

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Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.

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Kumbin, Christine Vonkur. « Policy provision for school-aged mothers in Nigeria ». Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297961.

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Blackwell, Valerie Gayle Tucker Ukpokodu Omiunota Nelly. « Factors which influence the academic motivation and disengagement of adolescent, African American males within a social-historical and psychological context ». Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006.
"A dissertation in education and urban leadership and policy studies." Advisor: Omiunota Ukpokodu. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 250-280). Online version of the print edition.

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Haufiku, Anneli Ndapandula. « Teachers’ experiences and practices of support for school-going teenage mothers in Namibia ». Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86504.

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Thesis (MEd)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools.
AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ŉ netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ŉ beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ŉ sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ŉ tekort aan hulpmiddels was, dat onderwysers gevoel het dat ŉ las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ŉ behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ŉ onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ŉ swanger leerder het ŉ invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ŉ swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

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Serdarevic, Mirsad. « Mediating effects of parenting on immigrant youth educational and psychological outcomes / ». Connect to title online (ProQuest), 2008. http://proquest.umi.com/pqdweb?did=1617387651&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-123). Also available in ProQuest, free to University of Oregon users.

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Oelofse, Christina Hermiena. « The learner profile of a teenage cell phone user ». Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07102009-160407.

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Blackard, Glynis D. « Examining Bachelor of Science in Nursing Accelerated (BSNA) Program Outcomes within a Traditional Faculty Workload Model versus a Clock Hour Faculty Workload Mod ». Thesis, William Carey University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10192207.

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Literature evaluating the impact of faculty workload on student outcomes of graduation and first-time pass for the National Council on Licensure Examination (NCLEX-RN®) is limited. Current models of workload are not specific and do not define the number of hours the faculty spends doing the work. In this day of decreased funding and increased requirement for quality in academia, it is important for nurse educators to understand how quality program outcomes, finances, and faculty workload are connected and impact student involvement.

The purpose of this study was to examine the relationship between the program outcomes of graduation and first-time pass on the National Council on Licensure Examination – Registered Nurse (NCLEX-RN®) for Bachelor of Science Nursing Accelerated (BSNA) student graduates in programs that used a traditional faculty workload model versus a clock hour faculty workload model.

The study, though limited, did begin to evaluate the impact of faculty workload on program outcomes. The intent and goals of the study were to research traditional workload models and alternative models proposed to address the cost of education and establish a baseline of how the models may impact program outcomes. In addition, the intent included evaluating how future changes may ultimately impact the student. Implications of the study included the consideration by faculty, school of nursing administration, and university administration of how faculty workload impacts the classroom and practice environment. Recommendations for further research conclude the study.

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Basit, Tehmina Naz. « Educational, social and career aspects of teenage Muslim girls in Britain : an ethnographic case study ». Thesis, University of Cambridge, 1995. https://www.repository.cam.ac.uk/handle/1810/226850.

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This dissertation is an empirical investigation of a group of adolescent British Muslim girls. It examines the educational, social and career aspirations of these girls in the context of their present experiences by means of an ethnographic case study. It endeavours to explicate the lives of the girls in contemporary Britain by employing a qualitative methodology and in the process generate theory grounded in the data. The empirical data were gathered over a period of twenty months, mainly by indepth interviewing of the three types of respondents, using semi-structured interview schedules. By using triangulation, the research illuminates the same issues from three different perspectives: the pupils, the parents and the teachers. The study portrays adolescence, as experienced by these girls, as a period of hope and expectation, rather than a time of stress, confusion and rebellion. The girls are optimistic about the future and, though largely working class, have middle class aspirations. They hope to effectuate these ambitions through the mediums of education and careers, yet they also want to get married and have children. These girls have supportive families whose values are moulded to a large extent by an Islamic ethos and who want to help these adolescent girls to realise their multiple aspirations. However, the teachers, by and large, not only perceive these aspirations as unrealistic, but they also misunderstand various religious and cultural mores of these families. While the girls' aspirations are being shaped by the views of the parents and, to some extent, of the teachers, they are not replicating the lives of their parents and teachers. Indeed, they are active participants in shaping their own multiple identities and aspirations by means of a subtle combination of negotiation and persuasion.

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Ingram, Nicole Anne. « Reconciling working-class identity and educational success : a study of successful teenage boys, locality and schooling ». Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579728.

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This thesis focuses on the ways in which working-class boys reconcile their identity with educational success. It presents the findings of an indepth qualitative study of successful teenage boys from one locality in Belfast. The boys attend either the local grammar or local secondary school, which are located in close proximity to one another. The thesis focuses on the connections and disconnections between the influences of home/neighbourhood and of the two different schools in shaping identity. The methodological approach employed is integral to gaining this understanding and makes use of arts-based and visual methods for working sensitively with young men and eliciting indepth responses. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity in ways of being a working-class boy. Using a Bourdieuian theoretical framework the thesis seeks to understand the complexities of being educationally successful and working-class. The thesis works with the idea that habitus forms within a multiplicity of fields and explores the ramifications of the alignment or misalignment of the differing schemes of perception that these fields promote and produce. The thesis shows that for some boys this involves difficulty in reconciling conflict schemes of perception from different fields. In order to explain the processes involved in the internalization of plural schemes of perception the thesis has developed a four-way typology that considers differences in the impact of this conflict. The four types are reconciled habitus, destabilized habitus, abandoned habitus and re-confirmed habitus. Each habitus type relates to the impact of the 'dialectical confrontation' between two fields and the ways in which the boys negotiate this. In doing so, this study contributes to an understanding of the psycho-social implications of educational success for working-class boys.

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Tsoi, Irene. « The influence of cultural capital on the post-secondary educational pathways of teenage girls in Hong Kong ». Thesis, University of Nottingham, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546467.

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Martino, Wayne. « Interrogating masculinities : regimes of practice ». Thesis, Martino, Wayne (1998) Interrogating masculinities : regimes of practice. PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/185/.

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This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms. An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices. On the basis of this research, important implications for practice at policy and pedagogical levels are identified.

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Martino, Wayne. « Interrogating masculinities : regimes of practice / ». Martino, Wayne (1998) Interrogating masculinities : regimes of practice. PhD thesis, Murdoch University, 1998. http://researchrepository.murdoch.edu.au/185/.

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This thesis draws on post-Foucauldian theories of governmental power and technologies of the self to critically examine the deployment of post-structuralist, psychoanalytic, sociological and cultural studies' paradigms for theorising and researching masculinities. It is argued that a particular dialectical mode of rationality and a project of cultural completion inform these approaches which are based on a requirement to reconcile oppositional categories such as freedom and determination, subject-determining state and self-determining subject, social structure and social actor. The limits are outlined of theorising subjectivity in terms of the restoration of consciousness to the individual and as the means by which 'culture' is mediated via repressive andlor ideological mechanisms. An alternative theorisation of subjectivity, conceiving of masculinities as enacted within regimes of historically contingent nomalising practices, is applied to an investigation of how specific groups of boys learn to relate as gendered subjects in a particular school. Surveys, observational methods and semi-structured interviews are used to trace the specific effects of practices implicated in the formation of masculinities for the boys. Attention is also drawn to the relationship of specific models of masculinity to the boys' literacy practices. On the basis of this research, important implications for practice at policy and pedagogical levels are identified.

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

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

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Adams, Hermie E. « Case study of the educational experiences of four teenage mothers in two high schools in the Buffalo City Metropole ». Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/468.

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Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.

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Jenkins, Tiffany A. « The educational experiences of African-American adolescents in a predominantly white suburban school district ». The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180533470.

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Grieve, Kimberly A. « Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers / ». Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.

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Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

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Botsis, Hannah. « Making public politics private : A narrative study of apartheid racial ideology and its effects on white teenage female sexual desire in post-apartheid South Africa ». Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/7814.

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An effect of apartheid among the youth has been that transformation in educational institutions has largely not moved beyond artificial interaction. There is an obvious divide between public rhetoric of integration and private experience. A reason for this may be that the private realm is a fertile and productive space for the reproduction of prejudice, where desire is seemingly coded in private tastes and not political ideologies. Theoretically I examine how historical public discourses come to function as personal norms, expressed as personal desire not political ideology. Literature has shown that these racial ideologies function both to fetishize the Other in interracial relationships and to maintain the hegemony of whiteness in interracial contact. Through narrative interviews with a select group of white teenage girls from a mixture of schools in the Northern Suburbs of Cape Town, I analyse how historical power relations become an intimate part of our subject experience. Drawing on a psychoanalytical account of ideology I examine how their racial subjectivities are predicated on exclusionary logics that bar certain objects from being produced as desirable for them.

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Willemse, Anneley. « An investigation of the educational aspirations of high school female learners ». Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1004301.

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Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.

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Costin, Graham A. « Skeletal health education : effects of an educational intervention on health behaviour and health behaviour indicators of adolescent girls ». Thesis, Queensland University of Technology, 1998.

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Education provides the critical link between the acquisition of knowledge about the determinants of skeletal health and the availability of that knowledge for application by the wider population. Hence it is one strategy with the capacity to reduce the increasing worldwide incidence of skeletal health problems, in particular osteoporosis. An expanding aged population requiring increasing care and support for osteoporosis-induced problems and suffering indicates the need for a concerted response incorporating education. Although osteoporosis is typically associated with old age, the nature of precipitating factors causing bone resorption to exceed that of accretion, and how these factors might be influenced to alter such outcomes are incompletely understood. However, there is increasing evidence, largely from cross-sectional studies, showing that environmental factors such as physical activity and nutrition play a significant role in optimising the genetic potential for the development of peak bone mass. There is also growing speculation that interventions which promote these factors during childhood and adolescence may increase peak bone mass, thus delaying the development of porotic bone. Al though the optimal dose levels for maximising the effects of these factors have yet to be established, there is sufficient evidence to support the manipulation of these factors to enhance bone accumulation. Therefore, the general aim of this thesis was to examine the effects of a skeletal health educational intervention on bone-enhancing lifestyle practices of adolescent girls. A definite association between skeletal health education and the adoption of lifestyle practices regarded as beneficial to bone growth and development had not been established in the literature. Therefore, the project needed to develop an original educational intervention program focused on these practices, prior to implementation and evaluation. Based on Social Cognitive Theory and current health education practice, this program emphasised the adoption of specific health behaviours and the outcomes, therefore, in addition to the intervention outcomes, the implementation process was assessed. Responses to this process were obtained from the adolescent girl participants and the teacher-observers using questionnaires and focus group discussions. The respondents found the program and its application very effective and beneficial. The effect of educational interventions on related interaction between mother /daughter couples who participate in the interventions together has not been established in the literature. Therefore, a small group of mothers and their adolescent daughters participated in a separate implementation of the program. Over the subsequent four weeks, they recorded the nature and frequency of interactions which related to the skeletal health program. This study revealed that joint participation in the program resulted in several forms of cooperative interaction. Although this involved moderate levels of active interaction in physical activity and food organization sessions, the dominant areas were verbal communication and shared eating experiences at meal times. In summary, health behaviours were maintained at or above recommended levels during the intervention and over the subsequent six months. Knowledge and body image satisfaction were the only health behaviour indicators which increased significantly during the intervention and this increase was largely retained six months later. From a curriculum evaluation perspective, the positive results for both the process and outcome measures of the intervention supported its utility. The substantial amount of mother/daughter interaction resulting from their joint participation in the intervention indicates the potential of this such initiatives to enhance educational outcomes,development of the knowledge, attitude, belief and skill indicators of these behaviours. The program was implemented in seven weekly sessions of 45 minutes to 13 year old adolescent girls in two similar girls catholic colleges. The intervention group of 97 girls from three year 8 classes at one college represented the total cohort of that age group. The comparison group comprised one year 8 class of 32 girls from the second college. Data on the health behaviour and health behaviour indicators were collected from this convenience sample of 129 adolescent girls using a pre-test/post-test/follow-up design. An examination of results from qualitative and quantitative data revealed differential intervention impacts. No significant intervention effects (P < 0.05) were found for the important bone influencing behaviours of calcium intake, physical activity participation, alcohol consumption, cigarette use and caffeine intake. However, the girls commenced the study with calcium intake and physical activity participation at or above recommended levels, and extremely low drug usage. This pattern of behaviour was maintained throughout the study. The health behaviour indicator results revealed that the intervention girls acquired significantly more skeletal health knowledge than their comparison group (P < 0.001) and that this knowledge was largely retained over the following six months. This finding suggests that the intervention was very effective in establishing knowledge needed as a foundation for any further skeletal health initiatives. Body image satisfaction also increased significantly (P < 0.05) and much of this increase was retained six months later. However, when an importance dimension was added to this measure of satisfaction, the significant, between-group difference was not sustained. Self-efficacy for physical activity and for sensible eating did not show significant between-group differences. Similarly changes in the expected outcomes and perceived barriers for these behaviours did not vary significantly between the two groups of girls.

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Côté, Danielle. « Early identification and treatment of the emotionally disturbed adolescent female ». CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1774.

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Murphy, Caroline. « An art programme for excluded teenage females attending a PRU : an investigation of the experiences of pupils, staff and an educational psychologist researcher ». Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1601/.

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The aim of this study was to explore the experiences of pupils, staff and an Educational Psychologist (EP) researcher, who had engaged in the planning of, and inclusion in, an arts programme in a Pupil Referral Unit (PRU) setting. A case-study approach was utilised through the design and implementation of a six session art programme which included three members of staff(teaching assistants S1, S2 and S3) , two pupils from Key Stage three ( P2 and P1), one pupil from key stage four(P3) and myself. Semi-structured interviews were conducted with the head of the key stage three PRU (HP), two of the pupils (P1 and P3) and the three members of staff (S2, S1 and S3). A reflective diary was maintained throughout the programme and interview process. An inductive latent Thematic Analysis (TA) was completed on the interview and reflective diary data. Overall the findings reveal the importance of ethos/climate of the environment, conversations and art in the experiences presented. Art was interpreted as having a facilitatory role on the social phenomenon under study. Those outcomes and benefits of the programme prevalent in the data are discussed as well as the difficulties encountered throughout the experience. Further interpretation of the Main Overarching Themes (MOTs) demonstrated the potential importance of the development of more positive relationships in the group as well as opportunities for personal learning. This study has raised questions about the potential for reflection, skill development and the impact on individual and social change. Further information emerged which relates to understanding and meeting the needs of excluded young people and how creative activities such as art may be of benefit in educational provisions. Implications for involving this group of young people in research are discussed. This research highlights one way in which EPs may be able to develop their creative role in the future. It explores one example of how we might increase the accessibility of our service to females and without the need for a perceived within child deficit.

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Robinson, Quintin L. « An examination of the ways in which mothers influence the educational success of their sons : a case study of successful eleventh-grade males in failing schools / ». Connect to title online (ProQuest), 2007. http://proquest.umi.com/pqdweb?did=1453185651&sid=3&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 121-130). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Kirkland, Kipchoge Neftali. « Brothers in the spotlight : effects on critical cultural consciousness of African American males in a suburban high school / ». Thesis, Connect to this title online ; UW restricted, 2001. http://hdl.handle.net/1773/7814.

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Urien, James Ovu. « Terrorism and Parents' Experience of Children's schooling in Nigeria : A Phenomenological Study ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4571.

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In Nigeria, displaced non-Muslim parents living in refugee camps face difficult decisions regarding the schooling of their teenage daughters, who are potential targets of Boko Haram terrorist activities. The purpose of this interpretative phenomenological analysis (IPA) was to qualitatively explore a deeper understanding of the lived experience of displaced non-Muslim parents in Nigeria concerning the schooling of their teenage daughters. Prospect theory provided a theoretical foundation for the study. The theory holds that decision-making is based on the perceived value of gains and losses under risk conditions, rather than solely the perceived final outcome of the risk. The research questions explored how the experience of terrorism affected parents' school-related decision-making, perceptions of the schooling environment and value of education, and risk-taking attitudes. Data were collected through semistructured interviews held with 12 participants from 2 refugee camps. The data were then analyzed using the steps recommended in IPA. Identified themes included parents' experience of trauma, their concern about the vulnerability of their school-going children, and their support for their daughters' education. The findings produced a deeper understanding of the psychological implications of terrorist activities for the families, as well as their perception of the educational needs of teenage girls. Recommendations include providing governmental and nongovernmental support for affected parents and teenage girls. Contributions to positive social change include developing advocacy and resources in support of displaced parents and schools for improving the educational status of teenage girls in Nigeria.

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Rhode, Jolene. « Tienermeisies se betrokkenheid by dwelmmisbruik : 'n gender perspektief ». Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2907.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009.
AFRIKAANSE OPSOMMING: Die Kaapse Vlakte, die konteks vir die studie, word onder andere gekenmerk deur sy lae sosio-ekonomiese status, hoë werkloosheid, bende-aktiwiteite, gesinsgeweld, gebroke gesinstrukture en dwelmafhanklikheid. Tienerdogters wat in gemeenskappe op die Kaapse Vlakte opgroei, word daagliks aan hierdie hindernisse blootgestel, wat hulle meer vatbaar maak vir die misbruik van dwelmmiddels. Die doel van die studie was om tienermeisies in ’n benadeelde gemeenskap wat dwelmmiddels gebruik, se perspektiewe met betrekking tot dwelmmisbruik te ondersoek. Die studie het ’n genderperspektief aangeneem, met ander woorde dit het vroue as subjekte sentraal geplaas en hulle probleem met dwelmmisbruik ondersoek. Min navorsing oor dwelmmisbruik fokus op vroue, ten spyte van ’n veronderstelling dat misbruik onder vroue ernstige gevolge vir die samelewing inhou. Aangesien ek gepoog het om hierdie tienermeisies se behoeftes aan ondersteuning en moontlike maniere waarop hierdie behoeftes aangespreek kan word, te verstaan en te beskryf, het ek van ’n kwalitatiewe navorsingsontwerp gebruik gemaak en die studie vanuit ’n interprevistiese paradigma benader. Data is met behulp van onderhoude, persoonlike refleksies en observasies bekom. Die navorsingsbevindinge het getoon dat die tienerdogters se huislike omstandighede deur enkelouerskap en afwesige vaderskap vererger word, dat daar ’n gebrek aan kommunikasie tuis is en dat hulle behoeftes aan liefde en emosionele sekuriteit uitspreek. Die tienerdogters voer aan dat hulle dwelms gebruik om van hul probleme tuis te ontvlug. In hierdie studie oor tienerdogters se redes vir en perspektiewe ten opsigte van dwelmmisbruik, toon data dat hulle duidelike behoeftes aan ondersteuning het - tuis sowel as in die samelewing waarin hulle leef.
ENGLISH ABSTRACT: The Cape Flats is characterized by low socio-economic status, high unemployment, gang activities, crime, domestic violence, broken family structures and drug dependency. As a teenage girl, living in communities on the Cape Flats, there is often the possibility of being vulnerable to the misuse of drugs. The aim of this study was to investigate the perceptions of teenage girls using drugs in a disadvantaged community. The study adopted a gendered perspective that places women as subjects central to the problem of drug abuse. Little research focuses on women using drugs despite the consequences it poses for society. The study attempts to understand and describe teenage girls’ need for support as well as ways in which their needs can be addressed. A qualitative interpretivist research design was used to gain insight into and understanding of the participants’ perspectives. The data were collected by means of interviews, reflective diaries and observations. The research findings indicate that single parenting and absent fathers worsen the teenage girls’ home circumstances, that there is a lack of communication at home and that they express a need for love and emotional security. Furthermore, teenage girls use drugs to escape from the problems they face at home. The results suggest a need for adequate and appropriate support in the home environment as well as in society.

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Fonseca, Irina Isabel da Mata. « A gravidez na adolescência : Vinculação pré-natal, memória de práticas parentais e suporte social ». Master's thesis, ISPA - Instituto Universitário, 2012. http://hdl.handle.net/10400.12/2336.

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Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário, na especialidade de Psicologia Clínica
A adolescência foi estudada por várias áreas da ciência e definida como um período de crise. A gravidez é também considerada um período, um estádio de desenvolvimento com curta duração, de transição e preparação para as tarefas de um estádio mais longo: o da maternidade e paternidade. A gravidez na adolescência constitui um fenómeno bastante estudado por ter sido associado a diversos problemas de cariz social, nomeadamente baixa escolaridade, emprego precário e pobreza (Pereira et al., 2005). Neste contexto, o suporte social assume um papel de especial importância, dado poder proporcionar às adolescentes grávidas, bem-estar, afectos e vivências benéficas, que contribuem para as ajudar a percepcionar as mudanças da gravidez com menos stress. Segundo Cobb (1976) um bom suporte poderá providenciar orientação no que respeita aos cuidados pré-natais adequados e preparação para o parto; apoio nas tarefas do quotidiano (vida de casa, cuidar das crianças), ou a ajuda necessária nas exigências físicas, principalmente no final da gestação. Outra questão importante neste âmbito é a da vinculação pré-natal entre a grávida e o seu feto; enquanto criança a adolescente interiorizou características das suas interações com os pais, elaborou um conjunto de expectativas acerca da própria, dos outros e do mundo em geral, que correspondem ao que Bowlby (1973) designou de “working models”, modelos representacionais ou modelos internos dinâmicos. Estes modelos continuam a ser importantes, principalmente quando a adolescente estabelece novas relações, verificando-se que as interações e práticas educativas do passado influenciam a vinculação da adolescente com o seu feto, no presente. Este artigo tem como objectivo fazer uma revisão de literatura acerca destas temáticas, salientando-se a sua inter-relação, nomeadamente a influência do suporte social, vinculação pré-natal e práticas educativas parentais na gravidez na adolescência. ------- ABSTRACT ------ Adolescence was studied by several areas of science and was defined as a period of crisis. Pregnancy is also considered a period, a short-termed stadium of development, of transition and preparation for the tasks of a longer termed stadium: that of motherhood and fatherhood. Teenage pregnancy constitutes a quite studied phenomenon for having been Associated to several social-rooted problems, namely low education, precarious employment and poverty (Pereira et al., 2005). In this context, social support has a roll of great importance, given that it can provide to pregnant teenagers, the well-being, affections, and beneficial experiences, which contribute to help them perceive the changes of pregnancy with less stress. According to Cobb (1976) a good support can provide guidance in what concerns to adequate prenatal caring and preparation for delivery; support in everyday tasks (house life, caring for children), or the necessary help in physical efforts, mainly in the end of gestation. Another important question in this matter is that of prenatal attachment between the pregnant women and her fetus; as a child the teenager interiorized traits of her interactions with her parents, elaborated a set of expectations about herself, about others and the world in general, which correspond to what Bowlby (1973) defined as “working models”, representational models or internal dynamical models. These models continue to be of importance, mainly when the teenager establishes new relationships, which allows us to verify that the interactions and educational practices of the past influence the attachment of the teenager with her fetus, in the present. This article serves the purpose of reviewing the literature on these thematic, emphasising its inter-relation, namely the importance of the social support, the prenatal attachment and the parental educational practices on the teenager’s pregnancy.

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Sylvester, Frederick James. « At risk youth : the experiences of adolescent boys with absent fathers ». Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4121.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The single-parent, female-headed household is a global phenomenon. In a patriarchal society such as South Africa, the absence of a father figure in the family place mothers in the unenviable position of having to play a double role, namely that of mother as well as the head of the family. The role of absent fathers in the at-riskness of adolescent boys is under researched in South Africa. The aim of this study was to explore and describe the perceptions and experiences of ten adolescent boys who are growing up in father absent homes. The participants were from a low socio-economic area of the Western Cape, and high school pupils who were purposively selected from Grades 8, 9 and 10. A qualitative research methodology was used and data were collected by means of semi-structured interviews, a focus group discussion and the construction of collages. The findings showed that adolescent boys face many challenges in their development when they grow up without a strong male role model. These ten adolescents seemed to struggle with discipline issues at school as well as at home. They are at a vulnerable age, and at risk of making decisions that would be devastating to their futures.
AFRIKAANSE OPSOMMING: Die enkelouer, vrou-as-hoof huishouding is ‟n globale fenomeen. In ‟n patriargale samelewing soos Suid-Afrika plaas die afwesigheid van ‟n vader in die gesin ma‟s in ‟n situasie waar hulle dubbele rolle moet vertolk, naamlik as ma sowel as hoof van die gesin. Die rol van die afwesige pa in die bevordering van riskantheid by adolessente seuns is nog nie voldoende nagevors nie. Die doel van hierdie studie was om die persepsies en ervaringe van tien adolessente seuns uit huise met afwesige vaders in te verken en te beskryf. Die deelnemers was uit ‟n lae sosio-ekonomiese area van die Wes-Kaap en doelgerig uit Grade 8, 9 en 10 geselekteer. ‟n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi-gestruktureerde onderhoude, ‟n fokusgroepgesprek en die konstruksie van ‟n kollage ingesamel. Die bevindinge toon dat adolessente seuns baie uitdaging ervaar tydens hul ontwikkelingssfase wanneer hulle opgroei sonder ‟n sterk manlike rolmodel. Die tien adolessente sukkel met dissipline by die skool sowel as tuis. Hulle is ‟n brose ouderdom en loop die gevaar om besluite te neem wat hulle toekoms kan vernietig.

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Leite, Orlana Rachel Lisboa. « AvaliaÃÃo do Atendimento Socioeducativo Prestado Ãs adolescentes do Centro Educacional Aldaci Barbosa Mota ». Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15945.

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Os atos infracionais dos adolescentes tÃm subsidiado amplas discussÃes, tanto pela mÃdia como pela sociedade que, diante de avaliaÃÃes vagas, passam a opinar de uma forma inadequada, negando os problemas sociais gerados pela grande desigualdade social e que contribuem para o nÃo cumprimento da lei, haja vista o desrespeito ao Estatuto da CrianÃa e do Adolescente (ECA). Partindo-se dessas reflexÃes, esta pesquisa tem como objetivo avaliar o atendimento socioeducativo dispensado Ãs adolescentes do Centro Educacional Aldaci Barbosa Mota (CEABM), situado em Fortaleza, uma vez que os centros educacionais passam por uma reestruturaÃÃo no seu sistema institucional por meio das diretrizes do Sistema Nacional de Atendimento Socioeducativo (SINASE) Lei NÂ 12.594, de 18 de janeiro de 2012 que institui a polÃtica pÃblica destinada ao atendimento de adolescentes em conflito com a lei. Para tanto, recorremos, primeiramente, ao ideÃrio de autores e estudiosos do tema, destacando-se: Amaral (2001), AriÃs (2011), DiÃgenes (2008), Foucault (2011), Goffman (2013), Ozella (2003), Pinheiro (2006), Santos (2011), Singly (2010) e Volpi (2011). A pesquisa se caracteriza como um estudo de caso e se pauta em uma avaliaÃÃo crÃtico-reflexiva. Como sujeitos da pesquisa, levamos em consideraÃÃo os profissionais que fazem o atendimento socioeducativo e as adolescentes que cumprem medida socioeducativa. A pesquisa se consolida por meio das abordagens qualitativa-descritiva e quantitativa. Na abordagem qualitativa os instrumentos se constituem de observaÃÃo participante direta, grupo de discussÃo e entrevista semiestruturada. A abordagem quantitativa se complementa com o questionÃrio. Na anÃlise dos resultados, consideramos a anÃlise de conteÃdo de Bardin. O estudo tem como recorte temporal o perÃodo de agosto de 2012 a dezembro de 2013. Diante do exposto, constatamos que com o reordenamento institucional, o atendimento socioeducativo do CEABM vem tentando se alinhar ao novo plano de aÃÃo no que tange a articulaÃÃo do programa de acompanhamento de egresso das medidas socioeducativas, a estruturaÃÃo da polÃtica de recursos humanos, a reforma estrutural abrangendo as condiÃÃes de seguranÃa arquitetÃnica e a implantaÃÃo e aplicaÃÃo do Plano Individual de Atendimento (PIA). Nessa perspectiva, o reordenamento institucional contribui para o respeito aos procedimentos e prÃticas, bem como o rompimento do sentimento repressivo que se entrelaÃa nas aÃÃes do dia a dia e coaduna para o fortalecimento da puniÃÃo.

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Johansson, Barbro. « Tonårsflickor berättar om att vara eller inte vara i behov av särskilt stöd : En longitudinell fallstudie ». Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116805.

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The aim of this thesis was to describe teenage girls’ experiences and perceptions of participation and influence during learning processes. The UN Convention on the Rights of the Child and the view that children are social actors with their own agency were central to the study. The girls, who were 13 years old when the study began, and 16 when it ended, were interviewed once per semester for three years. Classroom observations formed the basis of the interviews, which provided insight into the learning environment and its working methods. These, in turn, were discussed during the interviews. Nine girls were selected through the IEPs that the school had established for them. They attended regular classes for most of the school day, but received at least one session of special education in smaller groups each week. Their special needs were due to reading and writing difficulties. All of them received special support in English, while seven of the girls also received special support in mathematics. The girls described current events in their life, regarding both school and their spare time, as well as their thoughts about the future, and how efforts to accommodate their special educational needs have affected their schooling. In addition to the girls’ narratives, the IEPs and grades provided the school’s narrative about the girls. The theoretical basis of the thesis comprises cultural-historical ideas of teaching and learning, and the importance of relationships to group-based learning. Descriptive qualitative analyses were based on the teenage girls’ narratives and resulted in five themes; a sixth theme discussed the school’s assessment of the girls through the IEPs and their grades from lower secondary school. Feeling included or not in the group was the overarching theme of all the stories, which involved the girls’ perceptions of how they were treated by the people around them. The results indicate that the girls needed to have instructions repeated to them. There was also a need for continuous encouragement and affirmation in order for them to dare to take on assignments. When it came to collaborative learning together with classmates, the girls preferred to hide their perceived weaknesses, which only made them more dependent on the teacher’s aid. In addition, the girls felt that the teachers were unhappy with the way they handled their school work, and felt overlooked rather than “seen”. In both the stories and the IEPs, concentration difficulties were highlighted as a consistent problem. The analyses show that it is not possible to speak of concentration difficulties without further specification. Since the girls also explained that they were able to maintain concentration, it is necessary to identify which conditions allow pupils to maintain their skills, and when these skills are lost. One finding was that experiences of playing sports created unexpected development opportunities for performing under pressure, even in test situations. According to the girls, visual strengths could compensate for difficulties remembering comprehensive information. The teaching provided opportunities to demonstrate an understanding of facts through visual expression, but creative elements were not included in graded assessments. The study shows that the girls’ leisure-time experiences created opportunities for generalisation regarding learning strategies in school situations.

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Kissinger, Donald M. « Clinicians' beliefs regarding variables that contribute to the honest disclosure of adolescent males in sexual offender treatment ». [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1257116719.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Donald Bubenzer. Keywords: adolescent sexual offender treatment; adolescent; sexual offender treatment; honesty; clinicians' beliefs. Includes bibliographical references (p. 181-197).

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Rucker, Heather. « A Topic of Silence : Japan’s Sexual Education ». Wittenberg University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617707670361019.

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Stanford, Jevetta. « Ecological Influences on Weight Status in Urban African-American Adolescent Females : A Structural Equation Analysis ». UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/356.

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The present study employed a quantitative, non-experimental, multivariate correlational research design to test a hypothesized model examining associative paths of influence between ecological factors and weight status of urban, African-American adolescent females. Anthropometric and self-report survey data of 182 urban, African- American adolescent females were collected during after-school programs, health and physical education classes, and community events in an urban area in northeast Florida. Descriptive analyses were conducted to characterize the study participants based upon their age, study setting, and weight status. A scale reliability analysis was conducted to assess the internal consistency reliability of the sample data using selected measures within the context of the study’s specific population and subsequently guided the structural equation model (SEM) analyses. The SEM path analysis was used to develop two measurement models to control for observed error variance for variables demonstrating poor internal consistency reliability (diet behaviors and nutrition selfefficacy) and a final structural model to test the associative paths of influence between latent (diet behaviors and nutrition self-efficacy) and manifest variables (teacher social support and friend social support) on weight status. The results of the path analysis indicated that both teacher social support and friend social support demonstrated a positive, indirect influence on child weight status through nutrition self-efficacy and diet behaviors following two different and specific paths of influence. Diet behaviors, in turn, demonstrated a positive, direct effect on child weight status. These findings provide clear implications for educational leaders that call for the integration of health behavior change theory into traditional education and leadership practice and actively addressing the childhood obesity epidemic in the school environment by implementing health behavior change strategies at various ecological environmental levels.

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Worm, Naima. « Adolescentes infratores : estudo acerca da medida sócio-educativa de internação nas unidades do Centro de Atendimento Sócio Educativo ao Adolescente - CASA como defesa da cidadania ». Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/1197.

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With the promulgation of the 1908 s Federal Constitution and the development of the Children and Adolescents Statute in 1990, a phase of rights celebrations and fundamental guarantees to all citizens have started in the country. In the same way, rights that guaranteed dignity to children and teenagers have been designed, moving them from a legal object condition to a legal subject one. This work is directed to a share of the young population, to the adolescents who committed an offense and are concealed in the Units of the Centre of Socio-Educational for Adolescents Care CASA in the district of São Paulo and the execution of rights and fundamental guarantees. This dissertation starts with a brief history of the beginning of rights of children and adolescents, contrasting the teenagers rights to the Federal Constitution. Following this first part, there is a study of socio-educational measures, their nature and legal grounds. An approach concerning the Doctrine in the Integral Protection to the native right is also part of this dissertation. Finally, and perhaps more important, field researches take place and three hundred and sixty male adolescents who were concealed in eighteen Units in the capital are interviewed in order to inquire if the law is being applied in real life conditions. The main aspects observed in the research were: the socioeconomic profile and the educational formation, the aspects related to the routine in the units as part of a formal education, the professionalizing courses and sports, cultural and pedagogical activities, and, at last, the security aspect, discipline and the teenager s fall backs.
Com a promulgação da Constituição Federal em 1988 e o advento do Estatuto da Criança e do Adolescente em 1990 inaugurou-se no país uma fase de celebração dos direitos e garantias fundamentais a todo cidadão. Da mesma forma, foram previstos direitos que garantissem dignidade à criança e ao adolescente, tirando-os da condição de objeto de direito para torná-los sujeitos de direito. O presente trabalho tem como objetivo representar uma fatia dessa população infanto-juvenil, o adolescente autor de ato infracional internado em Unidades do Centro de Atendimento Sócio Educativo ao Adolescente CASA do município de São Paulo e a observância dos direitos e garantias fundamentais. O trabalho inicia-se com um breve histórico do surgimento do direito da infância e juventude, situando os direitos dos adolescentes em conflito com a lei na Constituição Federal. Em seguida, iniciaram-se os estudos das medidas sócio-educativas em espécie, sua natureza jurídica e fundamentos legais. Fez-se uma abordagem acerca da Doutrina da Proteção Integral no direito pátrio. Por último, e talvez mais importante, iniciaram-se as pesquisas de campo, onde foram entrevistados trezentos e sessenta adolescentes rapazes, internados em dezoito Unidades de Internação da Capital, a fim de averiguar se o disposto em lei estava se fazendo cumprir na prática. Os aspectos principais observados na pesquisa foram: o perfil sócioeconômico e a formação educacional, os aspectos relacionados à rotina da Unidade como participação no ensino formal, os cursos profissionalizantes e atividades pedagógicas, esportivas e culturais, e por último, o aspecto da segurança, disciplina e reincidência do jovem.

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Nxumalo, Zamokuhle Emmanuel. « Teenage pregnancy : psychosocial and educational implications ». Thesis, 1997. http://hdl.handle.net/10413/5925.

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The present study explored the psychosocial and educational implications of teenage pregnancy for a group of school going mothers. A questionnaire was administered to 20 teenage mothers who are school going. These mothers attended a traditionally African school and are in grade 12. Issues covered by the questionnaire were subjects' prior exposure to sexuality education, attitudes towards such education in schools, the role played by their parents in imparting sexuality education to them, social-emotional-health and educational risk factors of teenage mothers. Possible support structures were also explored. A high percentage (85%) of the sample did not receive sexuality education from their parents. The main source of sexuality education was their peer group. All of the sample experienced socio-psychological risk factors such as shock, anxiety, frustration, loneliness, depression and guilt. These were experienced both during and after their pregnancy. · Results indicated that the subjects' prior exposure to sexuality education was inadequate They also experienced a lack of social and psychological support. The attitude of subjects was that they favour the introduction of sexuality education into traditionally African schools In conclusion, it is hoped that the study will assist educators to gain insight into the needs and problems of teenage mothers. There is an urgent need of guidance and support for teenagers in traditionally African Schools.
Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1997.

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Kuang, Li. « Neighborhood effects on children's educational attainment and teenage childbirth ». Thesis, 2014. https://doi.org/10.7916/D8N58JH1.

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This dissertation study examines the associations between neighborhood economic conditions and children's probability of dropping out of high school before completion and female teenagers' likelihood of giving birth before age 20. This dissertation study makes two major contributions to the current literature. First, by taking a longitudinal view of neighborhood socioeconomic situations, this research has demonstrated the advantage and importance of examining the impact of socioeconomic situations in which children are embedded during their entire childhood. Comparing the results from this study with those from using point-in-time measures of neighborhood conditions, I have found estimates of neighborhood effects using longitudinal measures are larger and more efficient. Second, unlike prior research that has focused on neighborhood poverty, this study examines three important dimensions of neighborhood economic conditions: poverty, affluence, and economic segregation by using the index of concentration at the extremes. Each of the dimensions has different impact on children's probabilities of quitting high school early and becoming teenage mothers. Neighborhood poverty is curvilinearly related to children's likelihood of dropping out of high school while neighborhood affluence and ICE have linear impact on children's educational attainment. For teenage childbirth outcome, effects of all three economic dimensions are linear. Substantial racial differences in response to neighborhood economic impact have been discovered. Results confirm the prior findings that white children are more responsive to neighborhood affluence. Holding constant individual and family characteristics, and influence from neighborhood racial composition, black children may fare better in their academic achievement than white children. This study fails to provide substantial support for relative deprivation and competition mechanisms of neighborhood economic influence. The neighborhood impact is mainly channeled through social isolation avenue. Family economic conditions and the educational attainment of family heads have strong impact on both of the children's outcomes. Residential mobility has negative impact on children's school performance but not on their health risk of teenage childbirth.

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Gaillard-Thurston, Claire. « "Raw" girls ? A gender study at an urban co-educational high school ». Thesis, 2012. http://hdl.handle.net/10413/8070.

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Axsel, Jenilee. « The psycho-educational perspective of the lived-experiences of overweight and obese adolescent boys ». Thesis, 2015. http://hdl.handle.net/10210/14048.

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M.Ed. (Educational Psychology)
The World Health Organisation (2011) states that overweight and obesity is one of the most serious health problems of the 21st century. This is true of Africa as well. It is estimated that the number of overweight children in Africa has doubled since 1990 and growth rates of overweight and obesity are among the highest in Africa. South Africa’s overweight and obesity rates are among the highest in Africa. The South African National Health and Nutrition Survey (2013) found that the combined overweight and obesity prevalence in South Africa is 13,5% for children between the ages of six and 14 years; this is higher than the global prevalence of 10%. Therefore, overweight and obesity is threatening to become a major health concern in South Africa. When considering adolescents who are overweight and obese, it becomes apparent that it has a great impact on their mental health. Overweight and obesity during adolescence not only has a negative impact on their physical health but also their mental health, thus overweight and obesity should not only be addressed to improve the physical health but also the mental health of adolescents. The researcher aimed to explore the lived experiences of adolescent boys who are overweight and obese, to suggest guidelines to facilitate mental health in these boys. A qualitative, explorative, descriptive and contextual study design was followed. Research took place in two phases. The first phase was concerned with the description of the lived experiences of adolescent boys who are overweight and obese. In the second phase, guidelines were described to facilitate mental health in these boys. Ethical principles were adhered to from the onset of the study to ensure participants’ human rights were respected, that participants were treated with dignity and that no harm would come to them. Further, principles of fairness and justice were considered. The data were collected through in-depth phenomenological interviews. Interviews were conducted with 10 participants who met the sampling criteria and who were purposively selected. However, one participant’s interview was too short to be included. Consent was obtained from the participants.

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Black, Deborah J. « Meeting the challenge : Pregnant teenagers and teenage mothers identify conditions in school for successful learning ». 1997. https://scholarworks.umass.edu/dissertations/AAI9737505.

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This study is an inquiry into the school life of pregnant teenagers and teenage mothers. The purpose of the study is to gain insight into conditions that exist in schools that make it possible for pregnant and parenting teenagers to be successful learners in school. An additional purpose is to gain insight into the difficulties pregnant and parenting mothers face that hinder their school success. Four research questions guide this study: Research Question 1: What conditions in schools do teenagers report make it possible for them to be successful leaners in school once they become pregnant? Research Question 2: What conditions in school do teenage, mothers report make it possible for them to become successful learners in school once they have a baby? Research Question 3: What do teenagers report as the major difficulties that hinder them from being successful learners in school once they are pregnant? Research Question 4: What do teenage mothers report as the major difficulties that hinder them from being successful learners in school once they have a baby? This study employs qualitative research methods. Twenty-one participants across the United States were interviewed. The interviews were transcribed verbatim then rewritten as narrative profiles. Each profile was searched for data that answered the four research questions. An open-coding strategy was used to identify themes in each narrative profile, and then across profiles that emerged for each research question. Three themes emerged on conditions in school that support learning: Social/Emotional Support, School Programs, Practices and Policies and Characteristics of Self. The mirrored opposite of these themes emerged as themes that hinder learning. In addition, three themes that hinder learning outside of school emerged: Lack of Social and Emotional Support Outside of School, Life Circumstances and Time. The challenges and support individual school settings create are complex because of the many variables that effect how the individual and the learning environment interact. Striking diversity, as well as common perceptions about the conditions that support and hinder success in school were evident in the findings.

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Van, Zuydam Esme Susan. « A psycho-educational evaluation of the first full sexual experience of adolescent girls ». Thesis, 2009. http://hdl.handle.net/10210/2201.

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Mudau, Thizwilondi Josephine. « Educational achievement tracking for teen mothers in South Africa with specific reference to Vhembe District ». Thesis, 2015. http://hdl.handle.net/11602/246.

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DEd (Sociology of Education)
Department of Curriculum Studies
The purpose of this study was to explore the educational participation and achievement of teen mothers in South Africa with specific reference to the Vhembe District of the Limpopo Province. This study also aimed to find out the prevalence of teenage pregnancy, attendance at school, and academic perfomance by teen mothers in the Vhembe District schools. The study sought to establish whether teenage motherhood has an effect on academic performance as perceived by educators. Sixty teenage mothers, eighteen teachers and six principals were purposively sampled for the study. Data was collected using in-depth interviews and focus group interviews to give the researcher a platform to ask open-response questions and to explore the educators’ perspective about academic performance, attendance at school and the educational achievements of teenage mothers. The data was analysed thematically. This was done by carefully identifying and expanding significant themes that emerged from the informants’ perceptions about the academic performance, attendance, and educational achievement of teenage mothers. The study revealed that the prevalence of teenage pregnancy and teen motherhood have a negative effect on school attendance and the academic perfomanceof the teenagers compared to their peers who are not pregnant.The study recommends that sex education should be taken seriously in secondary schools; educators should be trained and given skills to deal with both pregnant learners and teen mothers. Government should introduce a new method of disbursing the child support grant. There should be a provision of moblie clinics in schools so that both pregnant learners and teen mothers can be supported and not humiliated or stigmatized by peers and educators.
Department of Curriculum Studies and Education Management

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Potjo, Melita Mantoa. « Exploration of the impact of teenage pregnancy on educators in rural high schools ». Thesis, 2013. http://hdl.handle.net/10413/9213.

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The purpose of this study was to explore the impact of teenage pregnancy on educators in the rural high schools at Thabo Mofutsanyane district in Eastern Free State. This study aimed to achieve four objectives which were to identify the impact of teenage pregnancy on educators; to identify the challenges that educators face when dealing with pregnant learners; to identify the form of training educators receive in preparing them to deal with teenage pregnancy; and lastly to identify the kind of support educators feel they are being given to help them deal with teenage pregnancy. Participants were eight Life Orientation educators from two high schools and two principals in the respective schools. Participants were identified using a purposive sampling method. Interviews and one focus group were conducted with educators and principals from the two schools. Interviews were tape recorded, transcribed and translated into English where necessary. The collected data was analysed using thematic analysis. The results of the study showed, firstly, that educators face a number of challenges including a lack of training and resources, poverty, lack of parental involvement, as well as a lack of policies and clear guidelines to be used when dealing with pregnant learners. Secondly, it showed that teenage pregnancy tends to have a negative impact on educators because they receive little support in dealing with pregnant learners. Thirdly, it showed that teenage pregnancy tends to have negative impact on educational performance because pregnant learners are distracting to the class and they are distracted themselves. This tends to affect the school’s overall performance which reflects negatively on educators.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

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Netili, Muthuphei Thomson. « Psycho-educational guidelines focussed on the facilitation of the mental health of late adolescent boys who suffer from non-clinical depression ». Thesis, 2014. http://hdl.handle.net/10210/10346.

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M.Ed. (Psychology of Education)
Because of its prevalence, depression has been described as a common cold in communities all over the world. Thus, the primary purpose of this research study was to provide guidelines and support to help late adolescent boys suffering from non-clinical depression. The objective of this research had been successfully achieved. The late adolescent boys who were interviewed were identified by their educators and their peers as non-clinical depressed. The data were collected by means of observation and phenomenological interviews. The researcher followed a qualitative, explorative, descriptive and contextual method. In the second chapter the researcher describes the research design and method of the research. The approach to data collection, analysis and report writing to achieve the goal of this research study are also indicated. The third chapter deals with the phenomenological interviews that were conducted and the central themes that have been identified and categorised. The fourth chapter indicates guidelines to help and support late adolescent boys suffering from non-clinical depression. The research ensured trustworthiness to the participants during the research process. The researcher gained the confidence of the participants by spending time with them informally. The researcher ensured credibility of the research study by audio-taping the interviews conducted with the participants. Thereafter, the independent coder was given the transcribed interviews. Thereafter a consensus discussion was held with the independent coder. The researcher ensured that the research study was credible, transferable, dependable and confirmable. Ethical measures were also applied throughout the research. The researcher ensured that the participants would not be harmed, either physical or emotionally. The researcher ensured the participants of their anonymity. He did this by giving the participants pseudonyms and he made sure that the setting was not identifiable. Ethical measures were also applied throughout the research. The researcher ensured that the participants would not be harmed, either physical or emotionally. The researcher ensured the participants of their anonymity. He did this by giving the participants pseudonyms and he made sure that the setting was not identifiable. The participants were also informed about the advantages and disadvantages of participating in the research. The researcher received informed consent from the parents of the participants and from the principals of the schools where some of the interviews were conducted. He also obtained assent from the participants. All participants were informed about their privacy, benefits, withdrawal and the procedure to be followed. The researcher found late adolescent boys experience positive and negative challenges concerning non-clinical depression. They also experience role conflict related to their home circumstances and that conversation with others help keep depression at bay. The researcher found that the causes of nonclinical depression of late adolescent boys are poor family relationships and dysfunctional families. Guidelines were deducted from these results.

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Ngum, Yvette. « Engaging adolescents on teenage pregnancy prevention using process drama : a case study of grade 11 pupils at Supreme Educational College in Johannesburg, South Africa ». Thesis, 2013. http://hdl.handle.net/10539/12450.

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Teenage pregnancy in South Africa, especially amongst teenage learners has become a national crisis with an estimated average of 5000 girls between the ages of 12 and 19 falling pregnant in one school year (Headlines Africa, 2012). This study focused on how process drama was applied with adolescent learners at Supreme Educational College in Johannesburg, to investigate the causes and consequences of teenage pregnancy. Process drama requires participants to create and assume roles, identify and explore images and stories drawn from fictional worlds that relate to the participants’ own personal experiences. Through process drama workshops, teenagers were able to engage with challenging situations as a way of acquiring new knowledge about teenage pregnancy. Three major themes emerged as contributing factors to teenage pregnancy, namely, parental negligence and abuse, negative peer pressure and poverty. The learner’s engagement within the dramatic process was enhanced by means of dialogue, negotiation and reflection with the teacher adopting the role of facilitator and co-participant. The fictional world created by the drama enabled the learners to relate and identify with problematic aspects of teenage pregnancy. The study concludes that process drama offers an aesthetic space for teenagers to develop a deeper understanding of themselves in relation to their lived experiences. The study recommends process drama as a powerful interactive medium that needs to be implemented in schools to grapple with intractable issues such as teenage pregnancy.

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Mashiapata, Matome Jack. « Psycho-educational intervention with students suffering from post-traumatic stress ». Diss., 2003. http://hdl.handle.net/10500/1168.

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Violent crime and trauma are very common within the society and students at the technikon are as exposed to these traumatic situations that characterize the broader national context as anybody. The purpose of this study was to explore therapeutic intervention techniques that can be used by the educational psychologist in assisting students suffering from post-traumatic stress. The phenomena of post-traumatic stress and post-traumatic stress disorder were studied with reference to the DSM IV classification and description. Traumatic events and stressors among students were outlined. A case study was conducted with a subject selected at the technikon who was suffering from post-traumatic stress due to earlier physical abuse and violence she experienced at home. The Trauma-100-Questionnaire was used to investigate the extent of the trauma and the results showed that the subject was involved with negative self-talk and employed ego defence mechanisms. An analysis of the subject's problem was done through the relations theory and various techniques from the literature study were implemented in therapy with the subject.
Educational Studies
M.Ed. (Guidance and Counselling)

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