Rozprawy doktorskie: „Adolescent boys”

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Pomerantz, Kathryn Anne. "Including excluded adolescent boys : discursive constructions of identity". Thesis, University of Sheffield, 2008. http://etheses.whiterose.ac.uk/3652/.

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The main aim of this thesis is to problematise discourse relating to adolescent boys in order to gain a better understanding of the persistent practice of exclusion and to seek to highlight examples of how discourse can position boys in ways that are more inclusive. In doing so this work is an attempt to theorise my practice as a researcherpractitioner educational psychologist, to be reflexive and to raise my consciousness of the means by which professionals, parents and I can both liberate and limit the ways in which the identity of excluded adolescent boys becomes discursively constructed. Taking a predominantly relativist and post structuralist position I propose a model based on Lacanian theory integrated with methods of analysing discourse, 'a critical discursive psychology' which frames and guides the research process throughout. As the thesis unfolds my initial intention to pursue the research topic from a linguisticdiscursive perspective becomes influenced by a psychoanalytical dimension as the limitations of a purely discursive approach become apparent. My attempt to take a psychoanalytical reading of the discourse data draws attention to unconscious processes that may influence the signifying of some adolescent boys as either pathological or deviant and enables me to speculate as to why such discourses persist whilst others are repressed. However, and most importantly to this study, by exposing through the discourse analysis how discourse constructs the identity of some adolescent boys at both a societal and individual level, I am able to reveal that discursive constructions of the identity of adolescent boys are also open to resistance and change. This in tum provides rich possibilities for future research and practice.

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Siweya, Tryphosa. "Notions of manhood by adolescent African boys in Ngove Vilage, Limpopo Province". Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1953.

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Thesis (M.A. (Psychology)) ---University of Limpopo, 2017
The aim of this study was to determine the notions of manhood by adolescent African boys in Ngove Village, Limpopo Province. The study sought to describe what it means to be a man according to African boys in a rural community. The study also described critical routes through which African boys transit from boyhood to manhood. The qualitative method was used. The sample consisted of 10 participants from Ngove Village, and was selected through purposive sampling. Data was collected through individual semi-structured interviews and focus group discussions. Data was analysed using interpretive phenomenological analysis (IPA). Common themes around what it means to be a man were clearly delineated. Findings of this study suggest that manhood is a status that is earned when a male person possesses specific qualities that one’s community and culture consider to be in keeping with being a man. The findings of this study further suggested that from early childhood, African boys experience social pressure that compels them into channeling their behaviours into standards set by the community. Meanwhile it is maintained that the male gender is the primary element of manhood, it is strongly emphasised that the male person will need to display his manhood behaviourally.

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Fouten, Elron S. "Exploring how adolescent boys negotiate regulatory conceptions of masculinity". Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Many researchers have highlighted the way in which certain masculinities are facilitative of unsafe sexual practices as well as violence in intimate realtionships. This present study is located in a broader study that examined masculinities and risk taking behaviours in the context of HIV/AIDS. With regards to the analysis and findings this study highlights the well-theorized process in which masculinities are defined, which is that boys' notion of masculinities take on their meaning through negative distancing and 'othering' of different masculine identities.

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Waterston, Clea Lynne. "Overweight-related victimisation in pre-adolescent boys and girls". Thesis, University of Leeds, 2001. http://etheses.whiterose.ac.uk/366/.

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Research findings from adult studies suggest that being teased about weight or size when growing up may be a risk factor in the development of later eating and body image problems. However, little research has focused directly on teasing experiences in childhood. The current study aimed to extend previous work and investigate the frequency of overweight-related victimisation and its psychological correlates in preadolescent boys and girls. It was hypothesised that victimised children would have lower self-esteem, more body dissatisfaction, and be more likely to report dieting to lose weight. From the sample of three hundred and eighty-three children (200 boys and 183 girls), aged nine years, it was found that 41% of girls and 36% of boys reported general victimisation. Furthermore, 21 % of girls and 16% of boys reported overweight-related victimisation, which included being teased, bullied, and called names about being fat. Overweight-related victimisation was associated with reduced self-esteem and greater levels of body dissatisfaction, even when controlling for BMI. These children were also more likely to report dieting and restrained eating behaviours than non-overweight victimised participants. Moreover, the overweight-related victimised participants received less attractiveness nominations from their peers than non-overweight victimised participants. Not surprisingly these participants rated fat teasing worse than other forms of teasing and it was more upsetting for them. This study also investigated characteristics associated overweight-related victimisers and found they had lower behavioural conduct esteem and lower global self-worth. In addition, they considered physical appearance more important for self-worth than those who did not victimise others for overweight. To date, this is the first study to describe levels of overweight related victimisation in a community sample of preadolescent boys and girls. Overall, this study highlights the presence of obesity stigmatisation, through teasing, in children and the potential negative consequences of overweight-related victimisation. Further research is required to examine the role of peer victimisation as a risk factor in the emergence of eating and weight concerns.

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Pienaar, Sherri. "Verbal processing in music therapy with sheltered adolescent boys : a case study". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/37392.

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This qualitative research study explored how verbal processing occurred in music therapy work with adolescent boys living in a shelter in Pretoria. The study examined both how the adolescent boys and the therapist engaged in verbal processing. Three audio excerpts derived from the music therapy sessions were analysed through a process of content analysis. The data was coded, categorised and organised into themes. Results indicated that verbal processing was interrelated between the therapist and the adolescent boys, both making use of various techniques of verbal processing. This proved to be invaluable with the verbal processing facilitating the therapeutic process as the boys were afforded with a safe space where any ideas, feelings, thoughts, hopes and dreams could be expressed and shared with each other, and the therapist was able to gain greater insight into the boys’ more intimate world. I am unaware of any published literature of music therapy with adolescent boys living in a shelter, as music therapy is in its early stages in South Africa, especially with this specific client group. The majority of music therapy literature however, not surprisingly, focuses on musical exchanges during sessions. I would therefore like to explore how verbal processing was used in the music therapy process, after music listening and during song writing, with adolescent boys living in a shelter. This is in order to facilitate a greater understanding and openness towards the possibilities of including clinically informed verbal processing as part of music therapy work with this population group.
Dissertation (MMus)--University of Pretoria, 2010.
gm2014
Music
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Lessor, Clayton J. "Difference of a Counselor Facilitated Adolescent Boys Group on Behavior". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751600.

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Adolescent boys without strong and healthy male role modeling are more likely to act out, dropout, and be behavior referrals at school. A literature review revealed that fatherless (physically or emotionally) boys are two times more likely to drop out of school, which leads to greater opportunities to participate in antisocial behaviors. Identification of this knowledge gap revealed a potential solution as to what adolescent boys are going to receive, and the process designed to meet those missing developmental needs. The research question that was asked and answered: Is there a statistically significant difference in behavior between adolescent boys who attend a 10-week counselor-facilitated group, and adolescent boys that do not attend the adolescent boys’ group? The introduction of a rite of passage program using an operational model based on psychosocial theory and bioecological theory of human development provides an avenue to redirect fatherless adolescent boys toward healthy emotional adulthood and stay in school. The problem statement outlined Erikson’s and Bronfenbrenner’s theories of development and offered the pedagogy in the form of a rite of passage to address the healthy developmental needs of adolescent boys. The intervention group and the untreated group had 50 participants. A paired sample t test analyzed the data to determine if there is a difference in the variable before and after treatment comparing all subjects on five different variables. This result showed that boys’ behavior on average was better after attending the 10-week program. The untreated group effect was significant in a negative direction during the 10 weeks without treatment reflected in the after scores of each dependent variable. The meaningful change in higher scores indicated the effect on boys’ behavior in school getting worse. Future research could include studying a larger group of boys from a more diversified population and to continue collecting data for a longer time to study staying power of the changes.

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Stanford, Jacqueline, i mikewood@deakin edu au. "Prevention of body concerns and risk behaviours in adolescent boys". Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.093958.

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Overall, this thesis was designed to explore the nature of adolescent boys' body image, the effects of body image on body change strategies and psychological adjustment, and the factors that influence body image. The first study examined body image in 362 adolescent boys. Body image was considered in terms of attitudes to different body parts and attributes, including, lower, middle and upper body, as well as weight, shape and muscles. The relationships between Body Mass Index (BMI), body image, sociocultural messages, psychological adjustment and body change strategies, including strategies to decrease weight and increase muscles using food and exercise, drive for thinness, bulimic attitudes and behaviour, excessive exercise, food supplements to lose weight, increase muscles and steroids, were also investigated. Multiple regression analyses were used to examine the role of body image, sociocultural messages and psychological adjustment to predict satisfaction with different body attributes and body change strategies. The findings from study one led to the development of a program aimed at preventing the development of unhealthy attitudes and behaviours among adolescent boys. Study two involved the implementation and evaluation of this prevention program. One hundred and twenty one boys participated in the program. The program was based on social-cognitive theory, and included a focus on accepting differences and the development of self-esteem. The boys who participated in the program indicated some change in existing attitudes and showed less development of risk behaviours relative to the control group. The implications of the findings from this thesis in relation to future research, as well as the prevention of adolescent boys' body image problems are discussed.

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Lewis, Kim Rosalind. "Boys in care : how social workers interpret deviant adolescent behaviour". Thesis, London School of Economics and Political Science (University of London), 1991. http://etheses.lse.ac.uk/1171/.

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The purpose of this thesis is to offer an ethnomethodological analysis of institutional life at St. Nicholas', a community home for deviant adolescent boys. I have been particularly concerned to examine the therapeutic mode of reasoning which the staff so often employed in interpreting the boys' behaviour as the surface manifestation of their underlying emotional disturbance. This constitutes the main focus of chapters three and four. The psychological problems from which the boys were typically seen to suffer were routinely attributed to their past, punctuated as it was by a variety of deprivations. I examine the construction of such historical links in chapters five to eight. To procure the material necessary for a detailed empirical exploration of institutional discourse I spent a year and a quarter "in the field" at St. Nicholas'. In addition to my everyday observation of myriad institutional routines and practices I also recorded the vast majority of staff meetings and case conferences, and photocopied dozens of case histories. This form of data collection provided the empirical precision necessary for the methodological purpose in hand. I attempted to bring to the data an anthropological sensitivity. This involved the partial suspension of my normal, practical orientation to the world. By dint of this distancing process one is able to identify and analyze the common sense methods through which institutional realities are accomplished. These are usually concealed by their very proximity. By subjecting the empirical material to such close methodological scrutiny, "children with problems", or "disturbed adolescents" emerge not as the starting point, but the product of the social knowledge and discursive procedures through which staff called their environment to account.

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

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Randell, Eva. "Adolescent boys’ health : managing emotions, masculinities and subjective social status". Doctoral thesis, Umeå universitet, Epidemiologi och global hälsa, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23324.

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The health of adolescent boys is complex and surprisingly little is known about how adolescent boys perceive, conceptualise and experience their health. Thus, the overall aim of this thesis was to explore adolescent boys’ perceptions and experiences of health, emotions, masculinity and subjective social status (SSS). This thesis consists of a qualitative, a quantitative and a mixed methods study. The qualitative study aimed to explore how adolescent boys understand the concept of health and what they find important for its achievement. Furthermore, the adolescent boys’ views of masculinity, emotion management and their potential effects on wellbeing were explored. For this purpose, individual interviews were conducted with 33 adolescent boys aged 16-17 years. The quantitative study aimed to investigate the associations between pride, shame and health in adolescence. Data were collected through a cross-sectional postal survey with 705 adolescents. The purpose of the mixed methods study was to investigate associations between SSS in school, socioeconomic status (SES) and self-rated health (SRH), and to explore the concept of SSS in school. Cross-sectional data were combined with interview data in which the meaning of SSS was further explored. Individual interviews with 35 adolescents aged 17-18 years were conducted. In the qualitative study, data were analysed using Grounded Theory. In the quantitative study, statistical analyses (e.g., chi-square test and uni- and multivariable logistic regression analyses) were performed. In the mixed method study, a combination of statistical analyses and thematic network analysis was applied. The results showed that there was a complexity in how the adolescent boys viewed, experienced, dealt with and valued health. On a conceptual level, they perceived health as holistic but when dealing with difficult emotions, they were prone to separate the body from the mind. Thus, the adolescent boys experienced a difference between health as a concept and health as an experience (paper I). Concerning emotional orientation in masculinity, two main categories of masculine conceptions were identified: a gender-normative masculinity and a non-gender-normative masculinity (paper II). Gender-normative masculinity comprised two seemingly opposite emotional masculinity orientations, one towards toughness and the other towards sensitivity, both of which were highly influenced by contextual and situational group norms and demands, despite that their expressions are in contrast to each other. Non-gender-normative masculinity included an orientation towards sincerity, emphasising the personal values of the boys. Emotions were expressed more independently of peer group norms. The findings suggest that different masculinities and the expression of emotions are intricately intertwined and that managing emotions is vital for wellbeing. The present findings also showed that both shame and pride were significantly associated with SRH, and furthermore, that there seems to be a protective effect of experiencing pride for health (paper III). The results also demonstrated that SSS is strongly related to SRH, and high SRH is related to high SSS, and further that the positioning was done in a gendered space (paper IV). Results from all studies suggest that the emotional and relational aspects, as well as perceived SSS, were strongly related to SRH. Positive emotions, trustful relationships and having a sense of belonging were important factors for health and pride was an important emotion protecting health. Physical health, on the other hand, had a more subordinated value, but the body was experienced as an important tool to achieve health. Even though health was mainly perceived in a holistic manner by the boys, there were boys who were prone to dichotomise the health experience into a mind-body dualism when having to deal with difficult emotions. In conclusion, this thesis demonstrates that young, masculine health is largely experienced through emotions and relationships between individuals and their contexts affected by gendered practices. Health is to feel and function well in mind and body and to have trusting relationships. The results support theories on health as a social construction of interconnected processes. Having confidence in self-esteem, access to trustful relationships and the courage to resist traditional masculine norms while still reinforcing and maintaining social status are all conducive to good health. Researchers as well as professionals need to consider the complexity of adolescent boys’ health in which norms, values, relationships and gender form its social determinants. Those working with young boys should encourage them to integrate physical, social and emotional aspects of health into an interconnected and holistic experience.
Tonårspojkars hälsa är komplex och det finns förvånansvärt lite forskning gällande hur tonårspojkar uppfattar, konceptualiserar och upplever hälsa. Därför var det övergripande syftet med denna avhandling att undersöka tonårspojkars uppfattningar och upplevelser av hälsa, emotioner, maskuliniteter och subjektiv social status. Denna avhandling består av tre delstudier: en kvalitativ, en kvantitativ och en mixed metod studie. Den kvalitativa studien syftade till att undersöka hur tonårspojkar uppfattar begreppet hälsa och vad de tyckte var viktigt för att uppnå hälsa, samt deras syn på manlighet, känslohantering och potentiell påverkan på deras välbefinnande. För detta ändamål genomfördes individuella intervjuer med 33 unga pojkar i åldern 16-17 år. Den kvantitativa studien syftade till att undersöka sambandet mellan stolthet, skam och hälsa i tonåren, och data samlades in genom en postenkät där 705 ungdomar deltog. Syftet med mixed metod-studien var att undersöka sambanden mellan subjektiv social status (SSS) i skolan, socioekonomisk status (SES) och självskattad hälsa (SRH) samt att undersöka innebörden av begreppet subjektiv social status. Data från en enkät kombinerades med intervjudata av 35 ungdomar i åldern 17-18 år. I den kvalitativa studien analyserades data med hjälp av Grounded Theory metoden. I den kvantitativa studien användes statistiska analysersåsomchi-två-test samt uni- och multivariabel logistisk regressionsanalys. I mixedmetod-studien användes en kombination av statistiskaanalyser ochtematisknätverksanalys. Resultaten visade att det fanns en komplexitet i hur unga pojkar uppfattade, upplevde, hanterade och värderade hälsa. På en teoretisk nivå uppfattade de hälsa som holistisk men när det handlade om att hantera svåra känslor, var de benägna att separera kroppen från sinnet. Således upplevde de en skillnad mellan hälsa som begrepp och hälsa som upplevelse (I). Gällande den känslomässiga maskulina orienteringen, identifierades två huvudkategorier av maskulina föreställningar: könsnormativ och icke-könsnormativ maskulinitet (II). Könsnormativ maskulinitet bestod av två till synes motsatta maskulinitetsorienteringar, en mot tuffhet och den andra mot känslighet, som båda var starkt påverkad av kontextuella och situationella gruppnormer och krav, trots att deras uttryck kontrasterade varandra. Icke-könsnormativ maskulinitet inkluderade en inriktning mot uppriktighet som betonade de personliga värdena för pojkar; känslor kunde uttryckas mer oberoende av kamratgruppens normer. Resultaten tyder på att olika maskuliniteter och känslouttryck är starkt sammanflätade och att känslohantering är avgörande för välbefinnandet. Resultat visade också att upplevelser av skam och stolthet var signifikant associerade med självskattad hälsa, och att stolthet verkar ha en skyddande effekt för hälsa (III). Vidare visade resultaten att det finns ett starkt samband mellan subjektiv social status och självskattad hälsa och att mycket god självskattad hälsa är relaterad till hög subjektiv social status. Positioneringarna gjordes i en starkt genuskodad skolmiljö (IV). Resultat från allastudier visarattde känslomässiga ochrelationellaaspekternavaravgörandeförhälsa, liksomden subjektivt upplevda statussomvar starktrelaterad tillsjälvskattad hälsa. Positivakänslor och tillitsfulla relationer, och att känna tillhörighet och stolthet varviktiga faktorerförhälsa. Fysiskhälsa å andra sidan hadeettmerunderordnat värde menkroppen var ettviktigt verktyg för attuppnåhälsa. Även omhälsauppfattadespå ett holistiskt sätt av de flesta pojkarna, fanns det pojkar som varbenägna att dela upp hälsoupplevelsen i kropp och sinne när det gällde att hantera svåra känslor. Sammanfattningsvis visar denna avhandlingatt den unga, manligahälsantill stor delupplevs genomkänsloroch relationermellanindivider och derassammanhang som är starkt genuskodade. Resultaten stöderteorier omhälsasomensocial konstruktionav sammankopplade processer. Hälsa är att må och fungera bra i kropp och sinne och ha tillgång till tillitsfulla relationer. Att ha självkänsla, tillgång till förtroendefulla relationer och att våga stå emot traditionella maskulinitetsnormer utan att tappa status bidrar positivt till hälsa. Forskare samt yrkesverksamma måste ta hänsyn till komplexiteten i unga pojkars hälsa, där normer, värderingar, relationer och genus utgör dess sociala bestämningsfaktorer. De som arbetar med unga pojkar bör uppmuntra dem att integrera fysiska, sociala och känslomässiga aspekter av hälsa till en sammanlänkad helhetsupplevelse.

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Mitchell, Sara H. "A Biopsychosocial Model of Dietary Restraint in Early Adolescent Boys". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700049/.

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The current study replicated and extended previous research by examining empirically the direct and indirect influence of social pressure (to lose weight and diet), social body comparisons, internalization of the thin ideal, body dissatisfaction, self-esteem, and cardiorespiratory fitness on self-reported dietary restraint in a diverse sample of middle school boys (n = 663); Mage was 12.49 years (SD = .99). With IRB approval, parental consent, and child assent, during annual FITNESSGRAM testing, participants completed questionnaires that measured the study’s constructs. Cardiorespiratory fitness (CRF) was determined by the boys’ performance on the PACER running test. The proposed model was examined using structural equation modeling (SEM). Because measures demonstrated univariate and multivariate normality, the maximum likelihood procedure within EQS to examine the measurement and structural models was used. Fit was determined using a two-index procedure. Participants were randomly split into exploratory (Sample A - 331) and confirmatory (Sample B - 332) samples. For Sample A, the measurement and structural models fit the data well. The structural model was confirmed in Sample B, with the same paths being significant and nonsignficant. For both Sample A and Sample B, 35% of the Dietary Restraint variance was explained. These findings support a multifactorial approach to understanding boys’ self-reported dietary restraint, and illuminate the negative influence of sociocultural weight pressures and salutary effects of CRF on early adolescents’ psychosocial well-being and dietary behaviors.

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Van, Winssen Mary Lise. "Exercise Depression and Learning in Young Adolescent Boys: A Descriptive Study". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1627.

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Novozhylova, Olga. "Media entertainment and adolescent boys' attitudes about aggression, an exploratory study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62558.pdf.

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Strauss, Eloise. "Early adolescent boys' perceptions of the Emo youth subculture / Eloise Strauss". Thesis, North-West University, 2012. http://hdl.handle.net/10394/9209.

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The Emo youth is an emotionally expressive subculture associated with specific clothing, behaviour and music. Adolescent boys with skinny jeans, black eyeliner, black dyed hair and long fringes are some of the characteristics that is associated with Emo youth subculture. The social identity theory and developmental psychology theory underpin this research study, while a qualitative case study was utilized to obtain data. Social identity theory focus on intergroup relationship between the in-group and the out-group. For the study 15 individual participants aged 14 were purposively selected. All the participants were English speaking boys. Sociological research investigating boys' masculinities has already recognised the importance and effect of peer group cultures on their identity construction. The aim of the study was to explore and describe early adolescent boys‘ perceptions of the Emo youth subculture and the research question that guided it was: What are early adolescent boys‘ perceptions regarding the Emo youth subculture? Data were collected by means of drawings and subsequent focus group discussions. The findings indicated that the Emo youth subculture has norms and values that give rise to concern. The vulnerability caused by the lack of emotional support from family and peers is evident in findings. The present study confirmed that the Emo youth subculture provides a sense of belonging and security to sensitive and emotional adolescents, but the norms and customs that are associated with the subculture can possibly inhibit an adolescent to integrate and move on to the next developmental life phase. Depression, self-harming and suicidal tendencies that are associated with the subculture need to be addressed timeously. The concerns need to be explored further so that programmes and intervention strategies can be developed and instituted so that these adolescents can receive the support they so desperately need to be able to integrate and move on to the next phase of their life. The present study contributes to the literature regarding the Emo youth subculture in that it sheds some light on the potential needs of adolescents belonging to this subculture.
Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

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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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Lockwood, Lea Beth. "Enhancing hardiness in urban adolescent males : a hardiness curriculum /". View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276994.

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Beaudoin, Kathleen Mary. "Epistemic reasoning and adolescent egocentrism among adolescent boys with behavioral disorders and their peers without behavioral disorders". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0027/NQ38855.pdf.

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Nargiso, Jessica E. "Adolescent gender differences in risk of alcohol use /". View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3378089.

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Reynolds, James R. "A comparison of adolescent sexual offenders, adolescent violent offenders, and adolescent non-violent, non-sexual offenders along the domains of empathy, hostility, and rape myth endorsement /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946288.

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Wagner, Ryan R. "Body image perceptions of adolescent males". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wagnerr.pdf.

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Sanders, Tracey, i t. sanders@mcauley acu edu au. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms". Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030818.152042.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.

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Sanders, Tracey. "Where The Boys Are: The Experiences of Adolescent Boys and Their Female Teacher in Two Single Sex Drama Classrooms". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366368.

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This qualitative case study explores the experiences of adolescent boys and their female teacher in two single sex drama classrooms over a two year period. It has been influenced by sociological and educational frames of knowledge with a specific emphasis on gender studies. Driven by the work of Biddulph (1995), Bly (1990), Pollack (1999), Hawkes (2001), Hartman (1999), Connell (1995,1996) and Kenway (1997), this research is ideologically grounded in theories that investigate the areas of masculinity, boys' education and drama practice. It takes as its pivotal focus the notion that educationally, adolescent boys are facing complex and troubled times and that a reassessment of the way boys are taught in schools is crucial. Additionally, the role and influence of the female teacher in the single sex boys' classroom was significant, providing an essential backdrop for investigating the classroom experiences of the boys. In the area of educational drama, research into adolescent boys and classroom drama is still unfolding.This thesis contributes to knowledge in this area and reveals the important benefits and potential that educational drama holds for empowering young males to explore their own masculine identities and understand their world with clarity and insight. Data collected during this research forms the basis of a narrative journey shared between the reader and the researcher. The research is heavily grounded in the ethnographic tradition of 'telling stories' from the field - stories which reveal the authentic lived experiences of the participants. Part of the greater story told here includes that of the researcher and documents some of the more notable challenges and highlights of working in the field over an extended time frame. Specifically, the research addresses the following questions: What benefits do adolescent boys perceive they gain from doing drama? How do adolescent boys communicate with each other in the drama classroom? How do adolescent boys approach drama work in their classroom? How do they perceive their own experiences and relationships in a single-sex drama classroom? What role does their female teacher play in their experiences in the drama classroom? The research revealed a number of important considerations for the fields ofsociology, gender studies and education. Amongst some of the major findings was the potential of drama to break down stereotypical notions associated with masculinity and boys' abilities to excel in area such as the Arts. The enjoyment and fulfillment that the boys felt they gained from participating in drama resulted in a heathlier classroom environment characterised by a greater tolerance and understanding of each boy's individual masculinity. It was also revealed that the presence of a female drama teacher was considered an advantage, granting the boys access to a field of knowledge and feeling that was different to their 'male ways of knowing.' Additionally, for the field of drama, the research revealed that the value of solid planning, a defined understanding of contemporary drama practice and implementing learning experiences carefully and thoughtfully grounded in the lives of the students, cannot be underestimated as essential components of effective drama teaching.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Faculty of Education
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Horst, Paige Hayes. "Boys Who Love Books: Avid Adolescent Male Readers in the Secondary English Language Arts Classroom". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71826.

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This study was designed to explore perceptions and lived experiences of avid adolescent male readers, in order to better understand their development as readers. This study explored: (1) how previous reading experiences influence the development of the avid adolescent male reader and (2) how the reading habits and preferences of avid adolescent male readers are socially constructed. Rosenblatt's (1978) Transactional Theory of Literary Work forms the theoretical framework of this study. Rosenblatt (1978) argued that as readers engage with texts, they bring an individual schema to these literary transactions. This prior knowledge and experience are the lens through which the individual reader understands the content of the text. Even when reading the same text, readers respond to the text in individual ways, based on their individual schema. Through the use of a naturalistic inquiry design, data was generated through a series of interviews with the participants. Data analysis was qualitative and iterative, triangulated with multiple interviews, interview mapping, thematic tables, dialogic memos, and researcher field notes. Data analysis led to a better understanding of the development of the avid adolescent male reader, including: (a) the role of family culture on reading identity, (b) peer group influence on reading habits of avid adolescent male readers, and (c) transactional responses of avid adolescent male readers both in and out of educational settings. Data generated during interviews illuminated the complex, individuated and interwoven nature of the elements present in the development of the avid adolescent male reader. Finally, this study gives insight into how understanding the development of these readers may provide teachers with instructional strategies and reading opportunities that support all developing readers.
Ph. D.

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Dmytro, Dana. "The role of gender norms in adolescent boys' navigation of romantic relationships". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59106.

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Focus group discussions were analyzed to gain a better understanding of adolescent boys’ psychosocial processes of navigating their romantic relationships. In particular, the role of gender norms in boys’ navigation of romantic relationships was explored. Using grounded theory methodology, focused discussions were held with 23 boys in Grades 9 through 12 at high schools in an urban school district. The central phenomenon identified to be occurring during these participants’ relationship navigation was getting experienced in dating. Six other categories were identified: initiating dating relationships, benefiting/”gaining” from relationships, communication, managing relationship issues, relationship breakdown, and disengaging from dating. Contextual conditions were also found to be influencing participants’ relationship navigation: struggling to be confident, social/digital media culture, peers’ perceptions, parental expectations, multicultural context, female gender stereotypes, and finally, masculine gender norms. The significance of the findings in relation to boys’ relationship navigation, social and emotional learning, the development of psycho-educational interventions, and the implications for school psychologists are discussed.
Education, Faculty of
Graduate

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Harden, Philip W. (Philip Walter). "Pre-adolescent boys at high risk for alcoholism : neuropsychological and psychophysiological dimensions". Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29038.

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This thesis encompasses studies that examine autonomic reactivity and neuropsychological function in preadolescent boys who are at-risk for developing alcoholism and conduct disorder. The literature suggests an association between cognitive impairments and behavioural undercontrol, and that autonomic hyperreactivity may facilitate the use of alcohol to dampen stress. Thus, either factor may contribute to early alcohol use. In the first study, preadolescent sons of male multigenerational alcoholics were found to be cardiovascularly reactive during cognitive stress, and impaired on tests of executive function. Furthermore, reactivity was correlated with anxiety, and executive function deficits with conduct problems. In the second study, reactivity during a laboratory aggression task was monitored and cognitive functions (attentional or memory processes and executive functions) were assessed among aggressive boys rated as disruptive, or anxious-disruptive. During the aggression task, anxious-disruptive boys, unlike disruptive boys or controls, moderated their aggression when their opponent engaged in retaliatory behaviour. Anxious-disruptive boys were more highly aroused throughout the task, and the neuropsychological assessment found they were impaired on tests of executive function, independent of attention and memory. In the third study, anxious-disruptive boys exhibited greater cardiovascular, electrodermal, and muscle tension reactivity than disruptive or control boys during cognitive stress, while disruptive boys were electrodermally underaroused. These studies suggest it is possible to delineate specific neuropsychological profiles among at-risk youth, using either a behavioural genetics model, or selecting for personality traits. There were consistent autonomic reactivity patterns across tasks among groups defined by similar behavioural profiles. Thus, while cognitive impairments and hyperreactivity may comprise a vulnerability among sons of alcoholics, thes

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Epps, Kevin J. "The psychosocial characteristics of adolescent boys who sexually offend : a comparative study". Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343852.

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Objective: This thesis set out to investigate whether there were differences between juveniles who had either sexually offended against children (child molesters) or against adult women/female peers (sexual assaulters), and between both these groups and non-sexual violent offenders and property offenders. The groups were compared across a range of demographic, developmental, family, educational, offence, and psychological variables, including IQ, attribution of criminal behaviour, masculine identity, perception of parenting style, relationship with parents, and attitudes toward rape and rape victims. Method: Four groups of 27 male British juveniles who admitted their offending were compared, matched for age, ethnicity, and socioeconomic status. Many of the participants had been referred to Glenthorne Youth Treatment Centre, and had committed the most serious types of sexual and violent offences. Background data were collated from case-notes and other archival sources using a structured proforma. Participants were also seen by the researcher for administration of a battery of psychometric tests and questionnaires. Results: A number of between-group differences were found, especially in the child molesters, who were found to have significantly more social, developmental, and learning problems; to be less delinquent and antisocial; more extensively sexually victimized; and less violent in their sexual offending. However, a minority had been sexually violent. The sexual assaulters were more likely to be dissatisfied with parental care and relationships, especially with father; have a hypermasculine sexual identity; and to hold calloused sexual attitudes, and rape-supportive beliefs and attitudes. The gender-socialization theory of male sexual aggression toward women was supported. A subgroup of extremely delinquent, violent juvenile sex offenders was also identified, composed of child molesters and sexual assaulters. Conclusions: The differences found between sexual assaulters and child molesters, and the existence of a mixed-group of extremely antisocial juvenile sex offenders, have implications for the treatment and classification of juvenile sex offenders. Generic intervention programmes for young offenders should adopt behavioural and thinking skill-development approaches to reduce the risk of criminal behaviour, including sexual crime. Sex-offencespecific treatment should be targeted more closely at the minority of high-risk, sexually deviant young offenders. Typologies of juvenile sex offenders also need to be revisited

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Hanna, Lauren E. "The metabolic response to acute exercise in adolescent boys with NIDDM relatives". Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1398714.

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Individuals with NIDDM and low insulin sensitivity (Si) have altered fuel use, which may appear in NIDDM relatives. Adolescent males, six with NIDDM relatives (POS) and six controls (CON), matched for fitness and fatness, participated. Peak oxygen uptake (V02pea), ventilatory threshold (VT) and body composition were measured. Insulin and glucose values were used for Si estimates. Oxygen consumption (V02) and respiratory exchange ratio (RER) measurements were made at rest and during exercise at 80,100 and 120% of VT for substrate use. No group differences were found in anthropometric data, V02pea, VT or blood measurements, although fat free mass (FFM) tended to be greater in CON. CON tended to use a higher percentage carbohydrate and a lower percentage of fat than POS, but differences were no longer present after normalization to FFM. Trends towards fuel use differences may suggest metabolic abnormalities are present in POS, but further investigation is necessary.
School of Physical Education, Sport, and Exercise Science

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Garraway, H. "A brother from another mother : mentoring for Africa/Afro-Caribbean adolescent boys". Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/1445502/.

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Some reports suggest that mental health services are not meeting the needs of young people from cultural minorities. This review focuses on adolescents' perceptions of mental health problems and services and adolescent help-seeking behaviour, with a particular focus on African/Afro-Caribbean adolescents. Some of the influences on African/Afro-Caribbean young people, which affect these perceptions and behaviours, are also discussed. Adolescents tend to have negative and stigmatising perceptions about mental health problems and services. Help-seeking is low, particularly for boys, and adolescents often prefer to seek informal help through long-term, well established relationships. This review highlights the need for more research into help-seeking amongst African/Afro-Caribbean adolescents and suggestions are made for future studies, as well as discussing some of the clinical implications of this literature review.

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DeFrancesco, David P. "Assessing Depressive Symptoms in Adolescent Boys: Pre- Versus Postpubescent, Delinquent Versus Nondelinquent". DigitalCommons@USU, 1990. https://digitalcommons.usu.edu/etd/6022.

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The purpose of this study was to compare depressive symptoms reported by boys who were either pre- or postpubescent and who were legally designated delinquent or had no legal histories. A self-report puberty scale and a semi-structured interview (the Child Assessment Schedule-CAS) were administered to 48 boys. Results were analyzed using analysis of variance (ANOVA). Significance levels between groups were examined with Duncan's range test. No significant differences were found between pre- and postpubescent boys for reporting depressive symptoms, but delinquent youths were found to report significantly more depressive symptoms than nondelinquent youths. The implications of these results are discussed in relation to the measures used and recommendations for future research.

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McQueen, Carolyn. "A study of the multiple ways in which adolescent boys talked about their admissions to a regional adolescent unit". Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/a-study-of-the-multiple-ways-in-which-adolescent-boys-talked-about-their-admissions-to-a-regional-adolescent-unit(311e8261-8a96-4a8c-960c-0c2121f642de).html.

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Changes in the profile of adolescent boys' and young mens' mental health and behaviour has ocurred over the last twenty years, with increases in rates of suicide, parasuicide and conduct disorders. Factors contributing to these changes are unclear but have been theorised by academics within the fields of social psychology, clinical psychology and sociology to be linked to a contemporary 'crisis' in masculinity. This study explored the multiple ways in which five adolescent boys talked about their experiences which had led to their admission to an adolescent unit. The study set up a theoretical framework for researching the ways in which the boys constructed their accounts. It used a combination of narrative, thematic and discourse analytic methods, focusing on tensions within the boys' narratives and how they drew on wider cultural discourses. The main findings suggest that the boys talked about their distress and emotions in multiple and diverse ways which may not be immediately apparent. The positionings they took up within their accounts appeared constrained by influences from cultural discourses, power relations of their immediate and wider social contexts and their life-histories. The research highlights the need for clinicians to be sensitive to issues of gender subjectivities and culture in their work and in the future development of services for young men. Limitations of the study are discussed.

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Cook, Bruce Alexander. "Aspects of motivation, self-concept and coping strategies in boys in Australian independent schools : a contextual comparison". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/4212/.

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This thesis records an empirical study into psychological aspects reported by early adolescent and mid-adolescent boys. The research described in this thesis considered three different psychological characteristics, namely motivation, self-concept, and coping strategies, in 13-15 years old boys in Australian independent schools. These characteristics were considered within the context of two different school types, co-educational or single-sex boys. A total of 330 boys were tested, with samples from two year groups (Year 8 and Year 10) in each of two co-educational schools and two single-sex boys' schools. The four schools surveyed were located in large urban areas in two Australian states, and they were non-Catholic Christian day and boarding schools taking enrolments from pre-Grade 1 (four and a half years old) to the final year of secondary education. Year 12 (seventeen years old).The psychological tests used were the School Motivation Analysis Test (motivation), the Self- Description Questionnaire-ll (self-concept), and the Adolescent Coping Scale (coping strategies). Additionally, a demographic questionnaire obtained details of family background, socioeconomic status of children in the school, ethnic origin, occupation of parents, number of years spent in co-educational schools and single-sex schools, number of brothers, number of sisters, whether a day boy or a boarder, and date of birth. Statistically significant differences were found between the two groups in each of the three psychological characteristics studied; multiple regression analysis showed that these differences were indicated by school type more frequently than any other independent variable. Finally, suggestions for future work in this area are made.

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Morrison, Zachary J., i University of Lethbridge Faculty of Health Sciences. "Through their voices : experiences of overweight and obese adolescent boys / Zachary J. Morrison". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2010, 2010. http://hdl.handle.net/10133/2592.

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The purpose of this study was to explore the lives of overweight/obese adolescent boys. A qualitative case study focused on depth of understanding. Four boys volunteered to participate in the study. Findings further our understanding of the adolescent boys’ lifescapes; viable and non-viable recruitment strategies among this population; ethical obligations of ending research after establishing trust and rapport; and “Avoidance” as an Idiom of Distress among this sample of boys. Suggestions for future research are addressed in the study.
vi, 102 leaves ; 29 cm

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Kane, Maria Alexandria. ""Pretty girls and fascinating boys" : the adolescent journey of evangelical youths, 1970-2000". W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539623371.

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In 1978, James Dobson, psychologist and founder of the conservative evangelical group Focus on the Family, Inc., published Preparing for Adolescence: Advice from One of America's Foremost Family Psychologists on How to Survive the Coming Years of Change. Over the next twenty years Dobson's pocket-sized advice manual went on to sell over a million copies and symbolized the desire of white conservative evangelicals to control the moral and social development of adolescents---and in turn the nation. During the same period, black conservative evangelicals were engaged in a separate yet equally vocal struggle to support adolescents and their families against generations-old stereotypes of sexual deviance. Despite their differing goals, both white and black conservative evangelicals viewed the education of young people as critical to the health and influence of their respective communities. Remarkably, however, young peoples' lived experience is rarely studied as a distinct field within American religious history and studies. Moreover, historians often exclude conservative black evangelicals from studies of evangelical Christianity and instead subsume them under the generic and artificial grouping of "The Black Church." This dissertation critically analyzes how conservative evangelicals understood the relationship between sexuality, gender and race in the development of adolescent sex education and ethical leadership. I argue that the critical factoring distinguishing the two groups was not politics, but diverging ideas of American citizenship. Moreover, this project reclaims evangelicalism as a theological identity rather than a political one and illustrates the symbiotic relationship between faith, the human body, and notions of belonging.

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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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au, H. Hatchell@murdoch edu, i Helen Hatchell. "Masculinities and Whiteness: The Shaping of Adolescent Male Students' Subjectivities in an Australian Boys' School". Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041014.140411.

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In my thesis I explore way in which adolescent male students negotiate and interrogate discursive ideologies relating to hegemonic masculinities and to the normality of "whiteness", specifically within one English classroom in an Australian private single sex boys school in Perth, Western Australia. A feminist poststructuralist theoretical framework is employed to explore how gendered and racialized positions available to adolescent males contribute to the shaping of their subjectivities, and how the social constructions of masculinities and femininities contribute to the ways in which adolescent males represent themselves. A quantitative approach, which included individual classroom observations, questionnaires and interviews, provided me with tools essential for examining the complexities of the effects of social constructs such as gender, sexuality and ethnicity on masculinist positionings at school. The study reveals the complexities surrounding discourses of hegemonic heterosexual masculinities and privileges of whiteness on the situationally specific formation and negotiation of subjectivities in adolescent males lives in one school. Central findings of the study show that adolescent males in this single sex boys school easily maintained socially constructed ideas surrounding the feminisation of females and masculinization of males, with notions of homophobia embedded in discourses of hegemonic masculinities. A resistance to alternative masculine discourses shows the impact and maintenance of hegemonic heterosexual masculinities for adolescent males. However, through the use of particular texts, female teachers in the all boys classroom were able to open up spaces for male students to interrogate hegemonic forms of masculinities, to interrogate power relationships, and to access alternative masculinities. Ina similar vein, my findings show how easy it is for students to ignore social injustices in relation to racism and stereotyping of Indigenous Australians, and to retain notions that reinforce these injustices. A major conclusion of the study is that social injustices are easily maintained through educational institutions as active agents of reinforcing ideas and ideologies, particularly when changes mean disruption of privileges, such as privileges associated with hegemonic masculinity or with whiteness. Although this study was conducted within a middle class milieu, and thus the students were from an advantaged position in life, this does not justify their ignorance of issues of social justice. Indeed, the findings highlight the importance of this kind of critical approach with middle class boys in single sex schools. Important implications of this study are that findings contribute to the discovery of ways of changing deeply ingrained ideologies such as perceived gender dichotomies, the masculinization of males and the feminisation of females. My findings also contribute to ways in which privileges, such as whiteness, can be deconstructed and interrogated by those in privileged positions. My findings have potential significant implications for pedagogical practices. Education provides a means by which tools can be utilized to deconstruct and interrogate notices which maintain privileges, and in the study particularly white male privileges. Within the educational systems, an understanding relating to how subjectivities are shaped within a classroom setting will also lead to greater educational insights into how specific texts and classroom interactions affect students self representation and understanding. Thus a gender equity and social justice curriculum committed to interrogating the ways in which male students subscribe, invest and negotiate hegemonic masculinities in advocated and has particular relevance to those males already in privileged class positions in terms of working towards a more socially just society.

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Klomsten, Anne Torhild. "A study of multidimensional physical self-concept and values among adolescent boys and girls". Doctoral thesis, Norwegian University of Science and Technology, Department of sociology and political science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1956.

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Gender seems to play a decisive role in adolescent’s physical self-concept and values. Boys for example score higher than girls on physical self-concept, and they also place more importance on doing well in sports compared to girls. In the present dissertation the focus has been on gender differences in adolescent’s physical self-concept and values.

Self-concept research has more recently suggested that physical self-concept is multidimensional, and one measure that has been developed to measure multidimensional physical self-concept is The Physical Self-Description Questionnaire (PSDQ). This measure consists of nine specific domains as well as global physical and global self-esteem. Few physical self-concept instruments have been translated into Norwegian, and certainly not recently. In the present dissertation, one aim (Study I) therefore was to translate the Australian PSDQ into Norwegian and to test this measure in a Norwegian population. The factor structure was satisfying and indicates that the Norwegian version of the PSDQ is a useful instrument for measuring multidimensional physical self-concept in a Norwegian sample. Furthermore, the PSDQ also seem to be a valuable research tool among children as young as 10 and 11 years of age, especially when a five-point respond scale is used.

A second aim (Study II) was to explore whether gender differences in multidimensional physical self-concept could be found, and if differences were found, did they run along gender-stereotypical lines. Not surprisingly, boys scored higher than girls in strength, sports competence, physical activity, and endurance. However, girls did not score higher than boys on flexibility that is gender stereotyped as a typical feminine feature. Boys were also significantly more positive than girls when describing their global self-esteem, global physical, body fat, coordination and health.

These differences in physical self-concept are not necessarily based on biology, but may just as well be a result of general gender stereotypical attitudes, and therefore the third aim (Study III) of the present dissertation was to investigate whether gender differences emerged regarding to what boys and girls emphasized concerning physical attributes; Appearance (-strength, -slender, -good looking face, -good looking body) as well as Strength, Endurance, Sports Competence, Flexibility, Masculinity and Femininity. The results showed that boys rated appearance strength, sports competence, endurance and strength as significantly more important to them compared to girls, whereas girls rated appearance good looking face and appearance slender significantly more important to them than did boys. Boys and girls also differed in sport involvement. Whereas more boys participated in sports traditionally characterized as masculine, more girls participated in typically feminine sports.

Neither gender differentiated beliefs, nor self-conceptions develop in a vacuum, and ample evidence documents that significant others may contribute to the shaping of these beliefs and self-perceptions over time. Parents do for example treat boys and girls differently when it comes to physical activity and sport, and such attitudes could very well influence how adolescent boys and girls come to rate the importance of different characteristics. The fourth aim (Study IV) in this thesis was therefore to investigate whether boys and girls differed in which physical features they perceived as important to their significant others. The results revealed gender differences in how boys and girls perceived significant others’ values. The major differences between boys and girls were evident on the strength and appearance strength dimensions. Furthermore the results demonstrated a gender variation in the relation between adolescents own perceptions of different physical features and significant others perception of the same physical qualities (as perceived by adolescents).

In conclusion, the present dissertation has demonstrated that what we think of as conventional stereotypes do exist in adolescent boys’ and girls’ perceptions today. This dissertation suggests that the kind of physical features boys and girls come to rate as important is influenced by social expectations and role models. These expectations may further influence their physical self-concept and manifest in their participation and involvement in differing sport activities. These findings highlight that a more conscious view of gender is required in school and sport settings.

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Chung, Wai-pik Marie. "The selection of residential staff in homes and hostels for adolescent boys or girls". View the Table of Contents & Abstract, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36782361.

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Jephtha, Angelo Charl. "Exploring the constructions of a masculine identity amongst adolescent boys in the Western Cape". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86638.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Violence in South Africa is a serious problem and young men have been and still are the driving force behind the high levels of violence in South Africa. Although young men commit the most violence researchers have largely neglected the critical examination of young men and their association with violence. This study set out to examine this phenomenon by conducting focus group and group interviews with 23 adolescent boys between the ages of 14-16. The boys were selected from two schools in the Cape region. Two focus groups and one group interview was conducted in order to gain insight from the participants on what they thought were the motivations for young mens‟ tendencies to enact violence. As a result, various themes emerged from the participants responses. The participants provided rich descriptions about what they thought motivated men to enact violence. Overwhelmingly all the themes highlighted that men and boys who endorse traditional dominant ideals of masculinity that encourage toughness, dominance and willingness to resort to violence were more likely to enact violence. However, what was apparent was that for most boys violence played an integral part in the construction of their masculinity. It was defining characteristic of what it meant to be a man.
AFRIKAANSE OPSOMMING: Geweld in Suid-Afrika is 'n ernstige probleem en jong mans was en is nog steeds die dryfkrag agter die hoë vlakke van geweld in Suid-Afrika. Ten spyte van jong mans se beeld as oortreders van geweld is jong mans se geweld deur navorsers geïgnoreer. Hierdie studie het 'n ondersoek gedoen om uit te vind wat die motivering is wat sommige jong mans na geweld toe dryf. As gevolg, het hierdie studie 23 adolessente jong mans tussen die ouderdom van 14 tot 16 'n onderhoud met hulle waargeneem. Die seuns is gekies uit twee skole in die Kaapse streek. Twee fokusgroepe en een groep onderhoud is uitgevoer met die adolessente seuns om 'n begrip te kry van hierdie fenoneem. Verskeie temas is uit die deelnemers antwoorde geneem. In al die temas kon ek aflei dat mans en seuns wat die tradisionele dominerende ideale van manlikheid omhels is meer geneig om geweld uitgevoer. Wat egter duidelik is vir die meeste seuns is dat geweld 'n integrale deel is in die konstruksie van hul manlikheid. Dit is 'n kenmerk van wat dit beteken om 'n man te wees.

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39

Weltner-Brunton, Susan Lynn. "Perceived self-competence and career development of adolescent boys with and without learning disabilities /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676261010632.

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Phillips, Deborah A. "Exploring new directions for ending practices of male violence : masculinity, adolescent boys, and culture /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7250.

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Kelley, David Bradfield. "Therapeutic factors in a boys' short-term therapy group /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Cretzmeyer, Margaret T. "Adolescent ADHD, stimulant medication and adult substance abuse". Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/71.

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Leboeuf, Charlotte. "Potential predictors and outcomes of physical activity : comparisons between physically active and inactive adolescent boys". Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09MPM/09mpml447.pdf.

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Hatchell, Helen. "Masculinities and whiteness: the shaping of adolescent male students' subjectivities in an Australian boys' school". Thesis, Hatchell, Helen (2003) Masculinities and whiteness: the shaping of adolescent male students' subjectivities in an Australian boys' school. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/69/.

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In my thesis I explore way in which adolescent male students negotiate and interrogate discursive ideologies relating to hegemonic masculinities and to the normality of whiteness, specifically within one English classroom in an Australian private single sex boys' school in Perth, Western Australia. A feminist poststructuralist theoretical framework is employed to explore how gendered and racialized positions available to adolescent males contribute to the shaping of their subjectivities, and how the social constructions of masculinities and femininities contribute to the ways in which adolescent males represent themselves. A quantitative approach, which included individual classroom observations, questionnaires and interviews, provided me with tools essential for examining the complexities of the effects of social constructs such as gender, sexuality and ethnicity on masculinist positionings at school. The study reveals the complexities surrounding discourses of hegemonic heterosexual masculinities and privileges of whiteness on the situationally specific formation and negotiation of subjectivities in adolescent males' lives in one school. Central findings of the study show that adolescent males in this single sex boys' school easily maintained socially constructed ideas surrounding the feminisation of females and masculinization of males, with notions of homophobia embedded in discourses of hegemonic masculinities. A resistance to alternative masculine discourses shows the impact and maintenance of hegemonic heterosexual masculinities for adolescent males. However, through the use of particular texts, female teachers in the all boys' classroom were able to open up spaces for male students to interrogate hegemonic forms of masculinities, to interrogate power relationships, and to access alternative masculinities. Ina similar vein, my findings show how easy it is for students to ignore social injustices in relation to racism and stereotyping of Indigenous Australians, and to retain notions that reinforce these injustices. A major conclusion of the study is that social injustices are easily maintained through educational institutions as active agents of reinforcing ideas and ideologies, particularly when changes mean disruption of privileges, such as privileges associated with hegemonic masculinity or with whiteness. Although this study was conducted within a middle class milieu, and thus the students were from an advantaged position in life, this does not justify their ignorance of issues of social justice. Indeed, the findings highlight the importance of this kind of critical approach with middle class boys in single sex schools. Important implications of this study are that findings contribute to the discovery of ways of changing deeply ingrained ideologies such as perceived gender dichotomies, the masculinization of males and the feminisation of females. My findings also contribute to ways in which privileges, such as whiteness, can be deconstructed and interrogated by those in privileged positions. My findings have potential significant implications for pedagogical practices. Education provides a means by which tools can be utilized to deconstruct and interrogate notices which maintain privileges, and in the study particularly white male privileges. Within the educational systems, an understanding relating to how subjectivities are shaped within a classroom setting will also lead to greater educational insights into how specific texts and classroom interactions affect students' self representation and understanding. Thus a gender equity and social justice curriculum committed to interrogating the ways in which male students subscribe, invest and negotiate hegemonic masculinities in advocated and has particular relevance to those males already in privileged class positions in terms of working towards a more socially just society.

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45

Hatchell, Helen. "Masculinities and whiteness: the shaping of adolescent male students' subjectivities in an Australian boys' school". Hatchell, Helen (2003) Masculinities and whiteness: the shaping of adolescent male students' subjectivities in an Australian boys' school. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/69/.

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In my thesis I explore way in which adolescent male students negotiate and interrogate discursive ideologies relating to hegemonic masculinities and to the normality of whiteness, specifically within one English classroom in an Australian private single sex boys' school in Perth, Western Australia. A feminist poststructuralist theoretical framework is employed to explore how gendered and racialized positions available to adolescent males contribute to the shaping of their subjectivities, and how the social constructions of masculinities and femininities contribute to the ways in which adolescent males represent themselves. A quantitative approach, which included individual classroom observations, questionnaires and interviews, provided me with tools essential for examining the complexities of the effects of social constructs such as gender, sexuality and ethnicity on masculinist positionings at school. The study reveals the complexities surrounding discourses of hegemonic heterosexual masculinities and privileges of whiteness on the situationally specific formation and negotiation of subjectivities in adolescent males' lives in one school. Central findings of the study show that adolescent males in this single sex boys' school easily maintained socially constructed ideas surrounding the feminisation of females and masculinization of males, with notions of homophobia embedded in discourses of hegemonic masculinities. A resistance to alternative masculine discourses shows the impact and maintenance of hegemonic heterosexual masculinities for adolescent males. However, through the use of particular texts, female teachers in the all boys' classroom were able to open up spaces for male students to interrogate hegemonic forms of masculinities, to interrogate power relationships, and to access alternative masculinities. Ina similar vein, my findings show how easy it is for students to ignore social injustices in relation to racism and stereotyping of Indigenous Australians, and to retain notions that reinforce these injustices. A major conclusion of the study is that social injustices are easily maintained through educational institutions as active agents of reinforcing ideas and ideologies, particularly when changes mean disruption of privileges, such as privileges associated with hegemonic masculinity or with whiteness. Although this study was conducted within a middle class milieu, and thus the students were from an advantaged position in life, this does not justify their ignorance of issues of social justice. Indeed, the findings highlight the importance of this kind of critical approach with middle class boys in single sex schools. Important implications of this study are that findings contribute to the discovery of ways of changing deeply ingrained ideologies such as perceived gender dichotomies, the masculinization of males and the feminisation of females. My findings also contribute to ways in which privileges, such as whiteness, can be deconstructed and interrogated by those in privileged positions. My findings have potential significant implications for pedagogical practices. Education provides a means by which tools can be utilized to deconstruct and interrogate notices which maintain privileges, and in the study particularly white male privileges. Within the educational systems, an understanding relating to how subjectivities are shaped within a classroom setting will also lead to greater educational insights into how specific texts and classroom interactions affect students' self representation and understanding. Thus a gender equity and social justice curriculum committed to interrogating the ways in which male students subscribe, invest and negotiate hegemonic masculinities in advocated and has particular relevance to those males already in privileged class positions in terms of working towards a more socially just society.

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Lake, Stephen James. "Early adolescent boys' descriptions of nonparental adults who are significant to them and the influence these adults may have on the boys' identity development". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16268/1/Stephen_Lake_Thesis.pdf.

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Parents and peers play an important role in the lives of early adolescent boys but others may also be influential. This study considers the descriptions given by boys in their early adolescence, of their chosen, very important, nonparental adults and the interactions they have with these significant people. Primarily utilising a phenomenological approach, individual interviews and small group discussions were conducted with 11 and 14 year old boys. Four essences of the nature of the interactions between the boys and their chosen adults were identified within the boys' descriptions: fun and humour; care and encouragement; learning and teaching; and doing, being, becoming. Implications for parents, grandparents, teachers and others who care about, and work with, early adolescent boys are discussed.

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Lake, Stephen James. "Early adolescent boys' descriptions of nonparental adults who are significant to them and the influence these adults may have on the boys' identity development". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16268/.

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Parents and peers play an important role in the lives of early adolescent boys but others may also be influential. This study considers the descriptions given by boys in their early adolescence, of their chosen, very important, nonparental adults and the interactions they have with these significant people. Primarily utilising a phenomenological approach, individual interviews and small group discussions were conducted with 11 and 14 year old boys. Four essences of the nature of the interactions between the boys and their chosen adults were identified within the boys' descriptions: fun and humour; care and encouragement; learning and teaching; and doing, being, becoming. Implications for parents, grandparents, teachers and others who care about, and work with, early adolescent boys are discussed.

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Lee, Jonah D. "The effects of pre-exercise carbohydrate supplementation on anaerobic exercise performance in adolescent males". Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1366300.

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This study examined the effects of pre-exercise carbohydrate (CHO) supplementation on anaerobic exercise performance in adolescent males (n =11; 15.0 ± 0.9 yrs). On separate days, subjects consumed either a CHO or a placebo (PL) beverage followed by 2 Wingate anaerobic tests (WAnT) separated with ten by 10-second sprints. Peak (PP), mean power (MP) and fatigue index (FI) were assessed. Venous blood samples were obtained and analyzed for glucose, lactate, insulin, and catecholamines. A trial by time ANOVA (P < 0.05) was used in the analysis. PP and MP tended to be higher (P < 0.09) in CHO versus PL, and MP tended to decline more in CHO (P < 0.06); Fl for the two WAnT were similar. Glucose concentration significantly increased after CHO consumption and then returned to baseline post-exercise, whereas glucose level remained unchanged over time during PL; similarly observed for insulin. Lactate and catecholamine levels significantly increased over time, but a trial difference was only observed in epinephrine. The tendency for PP and MP to be higher in CHO might suggest a potential ergogenic benefit of pre-exercise CHO although the change in MP over time in CHO and the similarity in Fl might suggest otherwise.
School of Physical Education, Sport, and Exercise Science

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Chavez, Keri Nicole, i Alexa Joy Perez. "Prevalence of depression among adolescent males in residential treatment". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3103.

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Examines the prevalence of depression among delinquent adolescent boys placed in a residential placement facility located in Yucaipa, California and managed by Trinity Children and Family Services, a non-profit organization. The Beck Depression Inventory was administered to 54 randomly selected boys (ages 12-18) of different ethnic backgrounds. Independent variables included length of time in the group home, the level of support from the family and the number of visitations the client received from family or other support systems. Results indicated that (1) White adolescents experience the highest levels of depression, (2) there was no difference in regards to depression in relation to age, and (3) that time in placement and the amount of family involvement had an impact on the level of depression of the adolescent.

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Wilson, Lindsey Ellen. ""It is tough being a boy" : a grounded theory study of help-seeking pressures and promoters encountered by 12 and 13 year old boys". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6300.

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Background: This grounded theory study explored the views of adolescent boys aged 12 and 13 on the factors that influence their help-seeking decisions for less severe forms of psychological distress. Method: Semi-structured interviews with 12 participants from a local secondary school and a community setting were analysed according to grounded theory methods. The data analysis abstracted categories of data to construct a substantive theory of helpseeking. Results: Participants’ views revealed an interaction of ‘pressures and promoters’ that affected adolescent boys’ help-seeking decisions. These related to relationships with others, mental health support and education, being a boy, and individual factors. Conclusion: Mental health education and awareness should be promoted amongst adolescent boys and the adults and professionals that they encounter so that they may be encouraged to seek help for psychological distress.

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