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1
LACERDA, MAIRA GONCALVES. "READER S VISUAL EDUCATION THROUGH THE LENS OF DESIGN IN READING: BOOKS FOR CHILDREN AND YOUNG PEOPLE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34349@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Saber lidar com as imagens, compreendê-las e construir significado para elas, torna-se tarefa premente para os sujeitos na contemporaneidade, participantes de uma sociedade imersa na multimodalidade. Contudo, ao contrário da cultura escrita, não existem mecanismos de ensino próprios para a formação visual do indivíduo na instituição escolar. Compreendendo que o livro de literatura para crianças e jovens, em sua grande maioria, encontra na relação verbo-visual o espaço propício à fruição da poesia e da ficção, a presente pesquisa assume por objetivo estabelecer a relação entre o Design, presente nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, e o processo de formação visual do leitor. Para isso, propõe-se, por meio de análise gráfica dos livros literários selecionados pelo Programa Nacional Biblioteca da Escola - PNBE, a organização de um panorama a respeito da progressão de complexidade gráfica dessas obras, relacionando os aspectos gráficos por elas apresentados com o desenvolvimento escolar do leitor na Educação Infantil, nos anos iniciais e finais do Ensino Fundamental e no Ensino Médio. Nesse processo, foi possível perceber que os acervos organizados, apesar de possuírem objetos-livro cujos projetos são condizentes com o conceito de Design na Leitura, não apresentam em seu conjunto uma progressão, ao contrário, conforme os leitores avançam no processo escolar e na compreensão do conteúdo textual, o conteúdo gráfico e imagético tende a diminuir em quantidade e a simplificar-se. Acreditando que ao possibilitar que crianças e jovens se formem sujeitos leitores potentes na significação da verbo-visualidade, alcançando a condição de sujeitos críticos e agentes de mudanças dos sistemas ideológicos sociais que os circundam, propõem-se intervenções para a modificação desse cenário a partir de propostas direcionadas aos mediadores de leitura, dentre eles os designers.
Knowing how to handle, understand and build meanings from images is a paramount task for readers in contemporary society, as it is immersed in multimodality. However, in opposition to written culture, there are no specific teaching mechanisms for reader s visual education at schools. Acknowledging that most literature books for children and young people find a conducive environment for poetry and fiction fruition in the verbal-visual relationship, this research aims to stablish a connection between Design, present in literature books for children and young people sealed by public policies, and the process of reader s visual education. For that, we conducted a graphic analysis of literary books selected by Programa Nacional Biblioteca da Escola (PNBE) and organized an overview of their graphic complexity progression, relating the graphic aspects they present to reader s school development in pre-, elementary, middle and high school. In this process, we were able to perceive that, although the collections comprised books whose projects were consisted with the concept of Design in Reading, they did not present a progression of visual complexity. On the contrary, as young readers advanced on their schooling and understanding of textual content, graphic and image content tended to reduce in number and to become simpler. Thus, this research proposes interventions for changing this scenario based on actions targeted at reading mediators, among them, designers themselves. This would enable children and young people to become empowered readers in verbal-visual meaning-making and reach the condition of critical individuals and transformation agents in the ideological social systems that surround them.
2
Thomson-Wohlgemuth, Gaby. "Translation under state control : the production and rewriting of books for young people in the German Democratic Republic (1961-1989)". Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442662.
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Reid, C. S. "National identity in Scottish and Swiss children's and young people's books : a comparative study". Thesis, University of Edinburgh, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356405.
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Elsley, Susan. "Heroes and heroines or just like us? : young people's views on childhood in children's books". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3232.
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Childhood is socially constructed and holds profound meaning for contemporary society. Although children are increasingly seen as social agents, the dominant view is that children are unable to make substantial contributions to society due to their immaturity and minority status. Childhood theorists have countered this by emphasising the importance of seeking children’s views, an approach which underpins this study. Children’s books provide ideological sources for constructing and understanding childhood. They have a cultural role in representing childhood to children and adults and are widely perceived to be a resource for children’s education and socialisation. In addition, children’s books are written, produced and their use is mediated by adults. This study aims to find out if books provide a space for children in a predominantly adult constructed world by exploring what young people think about the ways in which childhood is represented in children’s books. The research was undertaken with young people aged 10 to 14 years, concentrating on the lower and higher end of the age group, and took place in schools. Quantitative and qualitative methods were used with 158 young people taking part in a questionnaire survey and 43 participating in interviews. The study found that young people were active co-constructors, rather than passive recipients, of representations of childhood in children’s books. Young people demonstrated that they were skilled text handlers who acknowledged the influence of other media on their engagement with books although there were marked differences in their reading interests depending on age and gender. Young people were interested in fiction which portrayed assertive and competent depictions of childhood which they could relate to their own experience as well as enjoying reading about young characters with powers and skills which were extraordinary. Young people did not view childhood or the depiction of childhood negatively, accepting it as a state of being rather than one of becoming, hence contributing to their own understandings of childhood.
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Askland, Hedda Haugen. "Young East Timorese in Australia: Becoming Part of a New Culture and the Impact of Refugee Experiences on Identity and Belonging". Thesis, Connect to this title online, 2005. http://hdl.handle.net/1959.13/25016.
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In 1975 Indonesian forces invaded Dili, the capital of East Timor. The invasion and ensuing occupation forced thousands of East Timorese to leave their homes and seek refuge in Australia and other countries. This study considers the situation of a particular group of East Timorese refugees: those who fled to Australia during the 1990s and who were children or young adolescents at the time of their flight. Founded upon an understanding of social identity as being constantly transformed though a dialectic relation between the individual and his or her sociocultural surroundings, this dissertation considers the consequences of refugee experiences on individual identity and belonging, as well as the processes of conceptualising self and negotiating identity within changing social and cultural structures. The relationship between conflict and flight, resettlement, acculturation, identity and attachment is explored, and particular attention is given to issues of socialisation and categorisation, age and agency, hybridity, and ambiguity. Through a qualitative anthropological methodology informed by theories of cultural identity, adolescence and cross-cultural socialisation, the thesis seeks to shed light on the various dynamics that have influenced the young East Timorese people’s identity and sense of belonging, and considers the impact of acculturation and socialisation into a new culture at a critical period of the young people’s lives.Masters Thesis
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Askland, Hedda Haugen. "Young East Timorese in Australia becoming part of a new culture and the impact of refugee experiences on identity and belonging /". Diss., Connect to this title online, 2005. http://hdl.handle.net/1959.13/25016.
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In 1975 Indonesian forces invaded Dili, the capital of East Timor. The invasion and ensuing occupation forced thousands of East Timorese to leave their homes and seek refuge in Australia and other countries. This study considers the situation of a particular group of East Timorese refugees: those who fled to Australia during the 1990s and who were children or young adolescents at the time of their flight. Founded upon an understanding of social identity as being constantly transformed though a dialectic relation between the individual and his or her sociocultural surroundings, this dissertation considers the consequences of refugee experiences on individual identity and belonging, as well as the processes of conceptualising self and negotiating identity within changing social and cultural structures. The relationship between conflict and flight, resettlement, acculturation, identity and attachment is explored, and particular attention is given to issues of socialisation and categorisation, age and agency, hybridity, and ambiguity. Through a qualitative anthropological methodology informed by theories of cultural identity, adolescence and cross-cultural socialisation, the thesis seeks to shed light on the various dynamics that have influenced the young East Timorese people’s identity and sense of belonging, and considers the impact of acculturation and socialisation into a new culture at a critical period of the young people’s lives.Masters Thesis
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Gustafsson, Madeleine. "Bibliotekens möjligheter och begränsningar kopplat till digitalisering och bibliotekens webbsidor : Med fokus på digitalisering och barn och unga". Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447373.
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In Sweden, political decision-makers assume that digitalization has become part of people’s everyday lives and look at its possibilities. In 2017, a new digitalization strategy was formed by the government. The main goal is to improve the digital competence of Sweden’s residents and confidence in the digital society. Children and young people are a priority when it comes to investing in digitalization both in school and in libraries. Digital competence as well as good reading skills are considered crucial to be able to participate in society. At the same time, previous research indicates that reading ability in children is decreasing. The responsibility of improving digital competence falls on the municipalities who believe that libraries can promote digital participation by developing visitors’ digital skills. The question is whether all libraries have this possibility and can meet this need of the population and to what extent depending on the resources the libraries have and the local conditions and restrictions that exist. The research questions are: How do libraries work with digital media and e-books to reach children and young people based on libraries’ websites and library plans? How do library plans relate to local practitioners; libraries’ websites and libraries’ e-books websites? What conditions, opportunities and constraints are linked to digital media and digitalization; based on libraries’ websites and library plans? What does it mean for libraries that the municipalities have the power and emphasize certain views and discourses in the library plans? The purpose is to investigate dominant conceptions in library plans and how these are put into practice on the libraries’ websites, with a focus on children and young people. The result showed that in the library plans, digitalization and libraries were either described based on possibilities or challenges and limitations. Children and young people were described together with a wide range of media types which shows that libraries are aware that children and young people use different kinds of media. The analysis of the various websites for children and young people showed that the children’s websites of libraries can look very different in terms of both appearance and content. The best thing would be if the websites looked similar in order for children and young people to be able to receive the same service no matter which website they visit. The analysis of the websites with e-books showed that they were more similar in appearance. This is a two years master's thesis in Library and information science.
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Balster, Lori Maria Tarkany. "Cassie Dates Melvin: Or, How Two People Struggle to Save Their Town Despite a Few Small Obstacles Such as Killer Philodendrons (an Excerpt from Book Two in a Series)". University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1280259112.
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Fitzpatrick, Suzanne. "Young homeless people /". Basingstoke : Palgrave Macmillan, 2002. http://catalogue.bnf.fr/ark:/12148/cb38839040w.
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Doenitz, Ulrich. "Young people plan differently : participation of young people in urban planning". Thesis, Cardiff University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606329.
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Gregory, Judith. "Informing young people : what motivates young people to read community education resources". Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365378.
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Wallis, Simeon Quentin. "Young nones : young people of no religion". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77904/.
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Identifying what is important in the self-interpretations of young people who report no religion, this study examines how relationships of difference to religion relate to matters of importance. Twenty-three Year 10 pupils (14- and 15-year-olds) from two non-denominational secondary schools in the West Midlands who ticked the ‘no religion’ box on a questionnaire were asked to take photographs to represent what was important to them. These were used as prompts for discussions during one-to-one interviews that explored what was important to these young people, before asking questions about religion and their reasons for reporting none. Taking a relational approach to the study of non-religion (Lee 2012a; Quack 2014), this thesis identifies participants’ relationships of difference to their constructions of religion. Understanding identity as a self-interpretation relating to things that matter to us (Taylor 1989), it determines whether and how relationships of difference are significant in participants’ self-interpretations and how, therefore, ticking the ‘no religion’ box on a questionnaire relates to issues of identity. Participants’ constructions of religion and their decision to report none were influenced by what they considered to be matters of importance, and what they considered to be important was reflected in their beliefs about life, the end of life, life after death, God, the supernatural and prayer. While many participants held beliefs adapted from religious traditions, they considered these to be different from those they associated with religion. The question of whether participants expressed non-religious identities depends on the relative significance of relationships of difference to religion in participants’ self-interpretations. For the majority of participants, relationships of difference to religion were not of central importance, meaning that very few should be categorised as having non-religious self-identities. Implications are drawn for the study of youth, religion and non-religion and for the teaching of religion and belief in schools.
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Böhmová, Veronika. "Segmentation of young people". Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-17354.
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My thesis deals with clothing habits of young people. The first part descibes the process of market segmentation, the second part abou the lifestyle of young people and about their clothing habits. I used a questionaire and with the help of PASW Statistics I revaled four segments.
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Gattenhof, Sandra Jane. "Young people and performance : the impact of deterritorialisation on contemporary theatre for young people". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15934/1/Sandra_Gattenhof.pdf.
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Within contemporary performance arenas young people are fast becoming part of the vanguard of contemporary performance. Performativity, convergence and openness of form are key animating concepts in the landscape of Theatre for Young People (TYP). To ignore what is taking place in the making of performance for and by young people is to ignore the new possibilities in meaning-making and theatrical form.
In this period of rapid technological change young people are embracing and manipulating technology (sound, image, music) to represent who they are and what they want to say. Positioned as "cultural catalysts", "the new pioneers" and "first navigators" young people are using mediatised culture and digital technologies with ease, placing them at the forefront of a shift in cultural production.
Performance commentators (Schnechner 2002; Shusterman 2000; Auslander 1999; Hill and Paris 2001; Phelan 1993 and Kershaw 1992) believe that there has been a profound shift in the nature of making theatre and performance works. The forces of globalisation, the new economy and advancements in new media technologies have affected young people's making of performance. Three key concepts animate contemporary young people's performance devising and presenting processes. These concepts can be defined as: performativity, convergence and openness of form.
These three categories can be harnessed under the umbrella concept of deterritorialisation. The processes of deterritorialisation allows for the synthesis of new cultural and performance genres by fragmenting and hybridising traditional cultural categories and forms including the use of new media technologies. Almost half of all TYP performances now incorporate the technologies of reproduction. The relationship between live and mediated forms, the visceral and the virtual is allowing young people to navigate and make meaning of cultural codes and cultural forms as well as to engage in an open dialogue with their audiences. This thesis examines the way young people are using elements of deterritorialisation to become producers of new performance genres.
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Gattenhof, Sandra Jane. "Young People and Performance: the Impact of Deterritorialisation on Contemporary Theatre for Young People". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15934/.
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Within contemporary performance arenas young people are fast becoming part of the vanguard of contemporary performance. Performativity, convergence and openness of form are key animating concepts in the landscape of Theatre for Young People (TYP). To ignore what is taking place in the making of performance for and by young people is to ignore the new possibilities in meaning-making and theatrical form. In this period of rapid technological change young people are embracing and manipulating technology (sound, image, music) to represent who they are and what they want to say. Positioned as "cultural catalysts", "the new pioneers" and "first navigators" young people are using mediatised culture and digital technologies with ease, placing them at the forefront of a shift in cultural production. Performance commentators (Schnechner 2002; Shusterman 2000; Auslander 1999; Hill and Paris 2001; Phelan 1993 and Kershaw 1992) believe that there has been a profound shift in the nature of making theatre and performance works. The forces of globalisation, the new economy and advancements in new media technologies have affected young people's making of performance. Three key concepts animate contemporary young people's performance devising and presenting processes. These concepts can be defined as: performativity, convergence and openness of form. These three categories can be harnessed under the umbrella concept of deterritorialisation. The processes of deterritorialisation allows for the synthesis of new cultural and performance genres by fragmenting and hybridising traditional cultural categories and forms including the use of new media technologies. Almost half of all TYP performances now incorporate the technologies of reproduction. The relationship between live and mediated forms, the visceral and the virtual is allowing young people to navigate and make meaning of cultural codes and cultural forms as well as to engage in an open dialogue with their audiences. This thesis examines the way young people are using elements of deterritorialisation to become producers of new performance genres.
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Epps, Reggie LeRoy. "Shepherding and discipling young people". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Novak, Claire Annette. "Vulnerable young people and alcohol". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436548.
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Hwa, Michael Chia Yong. "Anaerobic fitness of young people". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390135.
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Spencer, Grace. "Empowerment, young people and health". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020617/.
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This study has examined concepts of empowerment as they relate to young people's health. Beginning with an analysis of recent theories of power, the thesis offers a critical exploration of the conceptualisation of empowerment and identifies how current uses of the term appear to have moved away from many of their original theoretical underpinnings. Identifying these theoretical tensions provided the impetus for an empirical enquiry which sought to critically question the relationship between empowerment and young people's health. The goal of the investigation was to reveal the possibilities for, and limitations of, empowerment among young people. Informed by an interpretivist epistemology and drawing upon ethnographic methods, data were collected from young people aged 15-16 years through focus group discussions, individual interviews and observational data in a school and surrounding community settings. Themes drawn from the research were analysed for their implications for 'emic' conceptualisations of health and empowerment. Key findings pointed to young people's preference for more positive understandings of young people and their health. Participants described how dominant perceptions of young people as 'immature' and 'risky' negatively impacted on their health; shaping subsequent possibilities for, and limitations of, their empowerment. Based on study findings and informed by Steven Lukes' (2005) tripartite perspective on power, the thesis offers a new conceptual framework for understanding the concept of empowerment and its relationship to young people's health.
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Stelfox, Kevin. "Young people, social capital and schools". Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230768.
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This research focuses on social relationships within a school context and explores how social relationships within that context contribute to the production and reproduction of inequalities. The research draws on Bourdieu's work and examines the key role of schools in reproducing social and cultural inequalities (Bourdieu 1998). The research explores the process of producing and reproducing inequalities from the perspective of the young people. The study uses the lens of social capital to investigate how social relationships in the form of social capital practices operate within the classroom and the wider school context. While acknowledging structural and cultural dimensions highlighted by Bowles and Gintis (1977) and Willis (1981), I seek to explore how the social relationships between young people in a school context contribute to well documented educational inequalities. I argue that Bourdieu's theoretical framework offers the opportunity to explore relationships by placing social capital in relation to other capitals (economic and cultural) and to locate practices of everyday life, thus linking micro-social and macro-social structural factors. The starting position of this research focuses on the micro, i.e., the individual pupils as active agents in relation to social capital within the school context, before locating it within a wider macro context. The research uses a sequential mixed method design collecting data on the participant's social networks and exploring social practices with semi structured interviews. The research highlights how education and schooling produce and reproduce inequalities in and through the two case study sites.
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Hayes, Lynn. "Young people, the family and obligation". Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316264.
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Griffiths, Helen Gwyneth. "New school geographies : engaging young people?" Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/117645.
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In 2003 school geography was in a state of crisis: enrolment in GCSE geography courses had fallen by a third over the previous eight years. In response, a radical new ‘pilot’ geography GCSE course was designed and implemented in England. The GCSE was an attempt to rejuvenate a school subject that had become out of date, with little change to its content since the inauguration of the National Curriculum in 1988. With student-centred learning at its heart the GCSE aimed to make the subject much more exciting and relevant to young people. The following thesis examines alternative pedagogical approaches to teaching school geography that draw on young people’s experiences as citizens and consumers to make geography more relevant and interesting to them. Written as an unfolding story this multi-sited ethnography began by exploring the networks behind the pilot. This involved not only several different actors/groups of actors (including geography educators, academic geographers, geography teachers and school pupils) but also several different spaces (including schools, classrooms, organisation headquarters, working group meetings and publications). It moves on to examine how the GCSE’s approaches to teaching, learning and assessing were being played out in practice and to what extent its aims, claims and intentions were being realised in the classroom. Through exploring the pilot’s approach to the pedagogy of school geography my research became action-oriented in approach, and I became involved in co-creating critical, connective curriculum materials for the GCSE. The development of these new materials and teaching and learning strategies are situated within debates in human geography about critical pedagogy, young people’s geographies and public geographies and the thesis forges links between these different theoretical strands. I conclude by asking what lessons can be learnt from the pilot GCSE and its implications for the role of geography within a wider educational context. Written autoethnographically to reflect the collaborative and iterative nature of my research my intention has been to critically engage with multiple publics who are involved in this area.
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Balls, Makala. "Young People and Mental Illness Stigma". Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525700.
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Li, Yiu-wa, e 李耀華. "Public rental housing for young people". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48342889.
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Hong Kong has a long historical development of public housing and become one of the largest public housing programmes city in the world. However, the demand for housing of the low income young people is still not met. They cannot afford decent housing in the private market. Since Housing Authority (HA) introduced the Quota and Points System (QPS) in 2005 for single person applicants. The purpose of the scheme was to set an annual quota for non-elderly one-person applicants applying for public rental housing (PRH) and establish a points system to accord priority to applicants of higher age.
The goal of this study is to evaluate the effectiveness of the existing housing subsidy policy for solving the housing problems of the young people in Hong Kong. First, I will investigate and define the housing problems of young people and trying to make some recommendations and suggestions to government. Therefore, a survey will be conducted through interview questionnaire to the young people in order to study their housing problems and general characteristics. By studying the housing problems of the lower income young people in Hong Kong and hope the findings of this research may provide insights for policy makers in tackling the young people's housing problems.published_or_final_version
Housing Management
Master
Master of Housing Management
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Wilkinson, Samantha. "Young people, alcohol and urban life". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/young-people-alcohol-and-urban-life(27c2c5d1-ef4c-4dbb-bcda-b4279b537463).html.
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This thesis explores the alcohol consumption practices and experiences of 40 young people, aged 15-24, living in the suburban case study locations of Wythenshawe and Chorlton, Manchester, UK. By paying attention to how young people's drinking practices and experiences are bound up with relationships with friends, family, and diverse spaces, this research enhances understandings of the relational nature of young people's alcohol-related transitions to adulthood. Theoretically, I work at the intersection of multiple more-than-representational conceptual apparatus: 'doing' friendship; mobilities; and atmospheres. I conducted this research with young people, using a flexible suite of methods, which they could 'opt into', including: interviews; peer interviews; drawing elicitation interviews; diaries; mobile phone methods; and participant observation. Young people detail how alcohol assists with the formation of friendships, tensions between friends and strangers, and the development of 'more-than-friendships'. I thus contribute to the children's geographies literature by affording the role of friendship to many young people's everynight lives greater prominence. Second, by engaging with young people's emotional and embodied walking and vehicular mobilities, I show that young people consume alcohol on the move because it is both economically beneficial, and emotionally important. In doing so, I move beyond the typical academic and policy treatment of drinking spaces as bounded terrains. Third, I engage with young people's atmospheric experiences of darkness and lightness. I argue that atmospheres have the ability to shape drinking practices and experiences; young people are not passive to these atmospheres, they actively co-construct them. Whilst traditional harm-reduction messages focus on the individual drinker, I urge policymakers to turn their attention to intra and intergenerational relationships. For instance, by encouraging the practice of being a 'good friend' on nights in/out involving alcohol; and by providing families with advice on how to construct positive affective drinking atmospheres.
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Theodosi, Eleni. "Children, young people and coeliac disease". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/949/.
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Volume I comprises a review of the literature about children and young people with Coeliac Disease, a common autoimmune disease characterised by an immune response to the protein gluten, found in wheat, barley and rye. It also comprises a qualitative research paper detailing interviews with young people that aimed to tap their lived experiences of the disease. The final part of Volume I comprise a public domain briefing paper summarising both the literature review and research paper. The literature review considers the evidence for problems with adherence to treatment (a lifelong diet free from gluten) for young people with Coeliac Disease as well as psychological effects of having the disease in childhood. Studies of parental views were also included. The results suggested that there is some element of psychological distress associated with having CD in childhood, and that adherence to the treatment appears to be influenced by age and gender. Studies of parents’ views about their child’s Coeliac Disease suggested that parents’ belief in their ability to manage the disease is important to how young children adhere to treatment. The research project describes how 5 children and young people were recruited and interviewed about their experiences of living with Coeliac Disease. The resulting data were analysed using Interpretative Phenomenological Analysis and two themes were subsequently identified. These themes related to identity as a young person with Coeliac Disease and to perceptions about food. Volume II comprises five Clinical Practice Reports: Clinical Practice Report 1 describes the “challenging behaviour” of a 42 year old man with learning disabilities. Subsequently, formulations of this behaviour from a behavioural and a systemic perspective are presented. Clinical Practice Report 2 is a service evaluation conducted in the Heart of Birmingham that aimed to measure outcomes for adults with a learning disability, as well as considering outcomes separately for different ethnic groups. Clinical Practice Report 3 is a case study of a 16 year old girl with anger difficulties using CBT within the Solihull Approach model. Clinical Practice Report 4 describes cognitive-behavioural intervention with a 39-year old man suffering with anxiety as a result of residual psychotic symptoms. Clinical Practice Report 5 was an oral presentation of a piece of clinical work completed with staff at a day hospital for older adults, conducted in order to help the staff adjust in their move to a new location.
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Corder, Kirsten Liane. "Physical activity measurement in young people". Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612144.
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Davidson, Emma. "Young people and the everyday antisocial". Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9809.
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Social concern about deviant, delinquent and disorderly behaviour has a long history in the UK. Propelled by the New Labour government’s Crime and Disorder Act 1998, the ‘antisocial behaviour agenda’ reframed the problem and constructed a punitive solution (Newburn, 2007). While in recent years Scottish policy has diverged from the punitive rhetoric established in Westminster, the ‘antisocial’ individual continues to be conceptualised as part of a disruptive minority that fails to conform to societal norms of behaviour. This antisocial minority has, invariably, come to be associated with young people and, in particular, young people from ‘disadvantaged’ socio-economic circumstances. While there is a growing body of empirical research on this topic, most has focused on young people’s relationship to antisocial behaviour in terms of their role as victim or as perpetrator. Alternatively, studies have evaluated how young people experience specific policy interventions. The principal aim of this doctoral research is to shift away from attempting to explain why young people become involved in antisocial behaviour and instead explore the diverse ways they define, experience and relate to it. Its gaze, therefore, is upon young people’s everyday interactions with antisocial behaviour and, in so doing, seeks to produce a more rounded understanding of young lives. The research was based within ‘Robbiestoun’ (a pseudonym): a predominantly social housing estate in the suburbs of a Scottish city and, as such, was able to situate young people’s experiences of antisocial behaviour alongside their experiences of living in a ‘disadvantaged’ socio-economic place. It employed participatory ethnographic methods to engage with a range of young people across multiple research sites. The empirical analysis found that understandings of what is, and is not, normal behaviour were fundamental to young people’s relationship with the antisocial. Social and physical disorder was a regular occurrence, and for many, it was an established, even normal, part of everyday life. Nonetheless, young people were aware of external categorisations of Robbiestoun and its residents as ‘abnormal’, an identity which most young people resisted and challenged. Young people’s behaviour in public spaces was similarly contested. Professionals (and many adults) had clear ideas about what constituted normal, social behaviour and these frequently conflicted with those held by young people. Such conflict was most evident for those young people actively engaged in criminal and antisocial acts. Not only was antisocial was a label these groups identified with, but they also rationalised their involvement in antisocial behaviour as an expected, and indeed necessary, part of growing up in Robbiestoun. The research revealed that young people utilised a range of strategies, techniques and rationales which enabled them to navigate the area’s ‘abnormal’ identity and ‘get on’ with ‘normal’ life. Such tactics were not universal across Robbiestoun, but rather varied according to young people’s own behavioural standards and social norms. The research concludes by arguing that the different relationships young people have to antisocial behaviour were, in fact, expressions of economic inequality, poverty and material disadvantage. This is an important point, but one not adequately addressed by policy makers. Rather than pursuing policy objectives based on the pursuit of ‘correct’ social values and norms, it is contended that more attention must be given the role of local norms in shaping young people’s definitions of, and relationships to, antisocial behaviour. Only then can a more rounded understanding of everyday lives in a disadvantaged place be developed and, in turn, workable solutions be found and delivered.
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Allison, Marion. "Young people, enterprise and social capital". Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/27885.
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In Scotland, current policy aims to produce work ready young people with relevant enterprise and employment skills. However, many are caught in a repetitive cycle of short term work placements with large numbers of young people still not at work or in education. Accordingly, this study was concerned with social capital in respect of young people’s outcomes from engaging with a youth work project, that was designed to encourage enterprise and employability skills. Using qualitative data drawn from a single site case study, this research develops an understanding of the extent to which different forms of social capital influenced young people’s outcomes. The thesis sets out a theoretical position that draws from Archer’s understanding of critical realism and social capital theory based on the works of Putnam, Coleman and Bourdieu. This approach suggests that the complex interactions between social structures, identities, material resources and cultural forms, enable or inhibit the emergence of social capital practices. An action research approach was applied and empirical work was based on observations and reflections of young people participating in an enterprise challenge. Data were collected via questionnaires, professional discussions and the observations and analysis of relevant documents. Overall findings illustrate the emergence of bonding, bridging and linking social capital in addition to identity, economic and cultural capital developments. However, changes within social structure were the hardest to detect. Whilst there are indicators of young people’s improved outcomes, findings suggest that conditioned socio-cultural stereotypes in respect of gender and class may be limiting opportunities. Shared reflexive practices and linking social capital may however provide opportunities to disrupt, and create new pathways, but should be treated with caution. Youth workers can develop and extend the reach of young people’s social capital practices and the thesis concludes by presenting a set of general recommendations that might serve to facilitate change.
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Berglund, Johanna, e Tanja Dragicévic. "Sexualeducation for young people with autism". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24375.
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This essay is about the sexual- education at special schools for young people in the ages thirteen through sixteen with the diagnosis autism. The study aims to identify, describe and understand the teachers’ experiences in how the education is practiced in their daily work with these children. The way of procedure we have used in the study is qualitative interviews with teachers at special schools. The result show that how the teachers practice the education depends on how the student group is constructed and the students’ qualifications. The teachers feel that the sexual- education is important and valuable. The study shows that they try to widen the topic, so that the students learn how to strengthen their self-esteem, self-determination and the knowledge in feeling confidence in being a woman or a man. The study also show what hindrance the teachers meet in their pursue to educate the children about their sexuality. The hindrance that the teachers feel exist is parents influence and the staffs own values.
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Wong, Donna Shy Yun. "Young people, new media and sport". Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/9609.
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This thesis investigates how sport is employed in the new media age as mediated sport goes through the liminal phase of new media. Set against the contextual background of recurrent ‘moral panics’ that accompanied each new wave of media innovation, this study aimed to chart young people’s involvement in sport via the use of new media technology. The thesis concentrated on three research issues: access to, uses of, and the displacement effect of new media. Four major forms of new media were included in the study – digital television, the Internet, mobile telephony and video games. The study used a mixed method design of qualitative and quantitative research methods. The data collection was conducted in two phases: survey methods were first used to examine the audience experience of new media sports, and follow-up interviews of young people were then conducted to investigate motives for media choice and the perceived gratifications of new media sport. ‘Uses and Gratifications’ theory was utilised as the theoretical basis for examining user motives. Eight hundred valid responses were obtained from the questionnaire-based survey [a response rate of 94%] and follow-up interviews were conducted with 12 young people [selected purposively among volunteers from the pool of questionnaire respondents]. A key conclusion drawn from this thesis is that the Internet did not displace televised sport. The findings also suggest that the use of new media sport can have positive effects on sport and physical activities participation. Conversely, there was no support for the popular perception that media users participate in sport and physical activities less; many of them were in fact active in the pursuit of sport and physical activities.
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Morleo, M. J. A. "Exploring alcohol experiences amongst young people". Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6805/.
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Whilst national guidelines have recommended abstinence before 18 years of age, in the North West of England, the use of alcohol is common practice by 15 years. The related harms amongst young people (such as violence, regretted sex, hospital admission) place significant burdens on public and individual health. Public health data are vital in order to monitor levels of harm and evaluate prevention strategies. This PhD submission presents a series of peer-reviewed journal articles (and other supporting publications) which evidence how I have used original research to further understand alcohol misuse and its impacts on at-risk groups such as underage drinkers, heavy episodic drinkers and those who may have been drinking alcohol during pregnancy. I have used a number of novel methodologies to explore alcohol consumption and further understand the need for early intervention. Firstly, we used simultaneous surveys of parents and children to understand both the child’s consumption and their parents’ understanding of their child’s consumption. Secondly, we used English hospital admission data to explore for the first time the prevalence of Foetal Alcohol Syndrome and related disorders. Thirdly, we initiated a feasibility study to understand the potential reach of a community-based alcohol brief intervention and liver blood test. Finally, we used a combination of breathalyser readings and nightlife surveys to increase the accuracy of surveys of nightlife users. The articles presented in this PhD provide a significant contribution to public health knowledge on the epidemiology of alcohol consumption and related harm, as well as discussing the evidence base for effective prevention strategies. This submission considers the methodologies, findings and impacts of my research. The work for all publications was undertaken during my employment at Liverpool John Moores University.
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Yeboah, Thomas. "Young people and migration in Ghana". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275446.
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This study is concerned with migration of children/young people from northern to southern cities in Ghana. It focuses attention on the following specific research questions: What are young peoples’ motivations for migration, and negotiations surrounding the decision-making process? What are the precarious employment and living situation associated with young migrants? In what ways do social networks support young migrants in the migration process? What role does migration for work play in the lives of young migrants and their left behind families? What are young migrants’ aspirations for the future? To answer these questions, the study draws on the analytical insights gained from the concept of social navigation and social capital/network literatures, and primary research conducted in Ghana. A key finding from this study demonstrate that young peoples’ migration is closely linked to the unequal spatial development manifested in relative poverty conditions in rural northern Ghana, and the desires of children/young people to work and earn income in the south, where better economic prospect exists. Migration is also propelled by young migrants’ decisions to be free from strained and abusive relationships. It is evident that young migrants’ transitions into the labour market demonstrates their own agency and the important role that their networks can play in providing the finance necessary for travel and to secure work. The experiences of migration vary greatly involving both negative and positive aspects. Their precarious employment situation involves considerable uncertainty and risk, and exploitation by employers and clients. Incomes are low and irregular, which brings additional difficulties in fulfilling daily subsistence needs. Some of these difficulties are mitigated through social networks. These networks are fundamental in the life trajectories of young migrants, right from the time the decision to migrate is taken. However, they are also associated with discrimination and exploitative practices. Findings also reveal that migration offer opportunities for youngsters to see new places, undertake paid work, earn income, save and engage in popular global culture of consumerism and materialism, and sending of remittances to left-behind families. Access to mobile phones facilitates communication with families up north and this helps in maintaining intergenerational relations that are spread across spatial boundaries. Future aspirations of the youngsters centred on desires for better job prospects and greater stability although lack of financial and linking social capital serve as constraints. Overall this study makes an important contribution to the literature by providing new insight on the pathways that migration may be beneficial to young people and their left behind families. The findings suggest that addressing the internal geographical imbalance in development between the north and south is key to tackling the interlinked problems associated with child migration in Ghana. Findings also call for interventions to better strengthen the agency of young migrants in navigating hardships while improving their wellbeing.
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Dee, Michael John. "Young people, public space and citizenship". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16664/1/Mike_Dee_Thesis.pdf.
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The use of public space by young people raises issues in Australia and elsewhere in the world. Contests occur between the disparate players seeking a stake in the use and definition of public space. State and local government, young people, the security industry, shop owners, community groups and property developers are some of the major players. In a context of monitoring and control procedures, young people's use of public space is often viewed as a threat to social order (Loader 1996, Crane and Dee 2001, White 1998).
This study considers critical intersections between young people and the control of public space. It employs an analysis of relevant youth, citizenship and public space theories. Particular attention focuses on the concepts of political, civil and social citizenship formulated by the British sociologist T.H. Marshall, whose key text Citizenship and Social Class (1950), is still relevant (see Yeatman 1994, France 1997, Mann 1995, Manning and Ryan 2004).
Grounded Theory methodology as discussed by Glaser and Strauss (1967) is utilised in the surveying of high school students in Brisbane and Logan to discover their perceptions of a range of public space and citizenship issues. The overall aim of this study is to consider if a connection exists between young people, public space and citizenship and if the use of public space by young people may be understood from a broad rights perspective and the concept of social citizenship, as discussed by Marshall (1950).
The self completion survey employed in this study asked 1122 high school students a number of questions about their local community, safety at school, the meaning to them of the word citizenship and their thoughts about CCTV.
The key findings were:
* Some communities are less concerned about young people, than others;
* Most schools are safe, but a number are not. Teachers contribute to student's feelings of safety at school;
* The word citizenship carries important meanings for most young people around belonging, community and taking part in community life;
* CCTV surveillance does not necessarily make young people feel safe in using public space;
* Most young people feel negatively stereotyped by their community;
* Most local areas do not have enough youth facilities
The survey data is discussed further throughout the study along with citizenship and public space issues.
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Dee, Michael John. "Young people, public space and citizenship". Queensland University of Technology, 2008. http://eprints.qut.edu.au/16664/.
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The use of public space by young people raises issues in Australia and elsewhere in the world. Contests occur between the disparate players seeking a stake in the use and definition of public space. State and local government, young people, the security industry, shop owners, community groups and property developers are some of the major players. In a context of monitoring and control procedures, young people's use of public space is often viewed as a threat to social order (Loader 1996, Crane and Dee 2001, White 1998). This study considers critical intersections between young people and the control of public space. It employs an analysis of relevant youth, citizenship and public space theories. Particular attention focuses on the concepts of political, civil and social citizenship formulated by the British sociologist T.H. Marshall, whose key text Citizenship and Social Class (1950), is still relevant (see Yeatman 1994, France 1997, Mann 1995, Manning and Ryan 2004). Grounded Theory methodology as discussed by Glaser and Strauss (1967) is utilised in the surveying of high school students in Brisbane and Logan to discover their perceptions of a range of public space and citizenship issues. The overall aim of this study is to consider if a connection exists between young people, public space and citizenship and if the use of public space by young people may be understood from a broad rights perspective and the concept of social citizenship, as discussed by Marshall (1950). The self completion survey employed in this study asked 1122 high school students a number of questions about their local community, safety at school, the meaning to them of the word citizenship and their thoughts about CCTV. The key findings were: * Some communities are less concerned about young people, than others; * Most schools are safe, but a number are not. Teachers contribute to student's feelings of safety at school; * The word citizenship carries important meanings for most young people around belonging, community and taking part in community life; * CCTV surveillance does not necessarily make young people feel safe in using public space; * Most young people feel negatively stereotyped by their community; * Most local areas do not have enough youth facilities The survey data is discussed further throughout the study along with citizenship and public space issues.
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Gillard, Duncan Edward. "Experiences of restorative justice in settings with children and young people : the accounts of professionals and young people". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3282.
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Paper 1: Examining the views of restorative practitioners about the effects of their professional practices. Abstract The Youth Justice Board and the Department for Education share the common goal of reducing offending and harmful behaviour in children and young people (Ministry of Justice, 2010; DfE, 2011). In both sectors, evidence for the effectiveness of practices based upon the principles of restorative justice (RJ) is mounting, yet there is a distinct lack of theoretical clarity regarding the psychological mechanisms through which such practices work. Moreover, the voice of RJ practitioners is not found in current theoretical propositions. In this paper, eight RJ practitioners, from a mixture of school and youth justice backgrounds, are interviewed about their professional practices. Interview transcripts are thematically analysed in an inductive manner, according to the guidelines set out by Braun & Clarke (2006). Analysis is interpreted in terms of responsive regulation (Braithwaite, 2002; Morrison, 2003), the social learning perspective of Macready (2009) and in terms of cognitive dissonance theory (Festinger, 1957). It is suggested that RJ-based practices, according to the views of professionals, are effective because a) they respond to harm flexibly and after the incident, b) they engage young people in a process of learning social responsibility and c) they provide young people with ways of reducing cognitive dissonance based upon acknowledging and repairing harm, rather than through blaming and denying responsibility. Paper 2: Examining the views of young people about their experiences of restorative justice-based practices. Abstract The Youth Justice Board and the Department for Education share the common goal of reducing offending and harmful behaviour in children and young people (Ministry of Justice, 2010; DfE, 2011). In both sectors, evidence for the effectiveness of practices based upon the principles of restorative justice (RJ) is mounting, yet there is a distinct lack of theoretical clarity regarding the psychological mechanisms through which such practices work. Whilst the voice of young people can be heard in the literature, these have come primarily through surveys and other closed-question response formats. Thus, there is a lack of an in-depth characterisation of young people’s experiences of RJ. In this paper, six young people are interviewed about their experiences of RJ-based practices. Interview transcripts are thematically analysed in an inductive manner, according to the guidelines set out by Braun & Clarke (2006). Analysis is interpreted in terms of Barton’s (2000) Empowerment Model of Restorative Justice (EMRJ) and in terms of responsive regulation (Braithwaite, 2002; Morrison, 2003). It is suggested that RJ-based practices, according to the views of young people, are effective because a) they empower young people in the process of responding to harm and b) they involve responding to harm flexibly and after the incident, providing emotional support and enabling all stakeholders to be open and honest. The implications of both these findings and those from paper 1 are discussed in the context of Aug 2011 riots.
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Karamouzian, Mohammad. "HIV/STI stigma, gender, and young people". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58350.
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Background: In the context of HIV/STI, there is a large and growing body of literature assessing stigma. However, most studies have concentrated on adult populations, leaving several aspects of HIV/STI-related stigma amongst young people open to question. The current thesis examines the issue of HIV/STI-related stigma on young people’s sexual health.
Methods: To examine the potential influence of stigma on STI testing amongst marginalized youth, data from the At-Risk Youth Study (ARYS) was used to examine the influence of stigma on STI testing uptake amongst 300 street-involved young people. To explore young people’s perceptions about the capacity for stigma to be mitigated using online testing approaches, individual, semi-structured interviews were completed with 71 young people and analyzed thematically. Moreover, to characterize the state of the literature regarding HIV-related stigma amongst youth living with HIV (YLHIV), a systematic search of the literature was used to identify 22 studies measuring HIV-related stigma among YLHIV; each study was evaluated to assess how sex or gender considerations were taken into account.
Results: Perceived devaluation, was independently associated with decreased STI testing uptake among street-involved youth. Moreover, the qualitative analysis pointed to the potential benefits of online HIV/STI testing for reducing the external stigma, despite the complexities around addressing internalized notions of HIV/STI-related stigma among youth as well as the gendered experiences of HIV/STI-related stigma in online testing environments. Among the 22 papers included in the systematic review, several gaps were identified in the existing literature of HIV-related stigma including the missing accounts of sex or gender on HIV-related stigma among YLHIV.
Conclusions: Taken together, the findings of the current thesis suggest that HIV/STI-related stigma affect youth’s sexual health care seeking practices in both online and clinic-based settings – and that experiences may differ by gender. To combat HIV/STI-related stigma and its effects, it will be necessary to address underlying individual- and structural-level factors, including gender stereotypes. However, the current literature does not appear to fully account for youth’s gendered experiences, leaving many interventions to promote youth sexual health insufficiently informed and offering space for new research to address an important theoretical and practice gap.Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate
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Lee, I.-Ling. "Self-destructive behaviour among Taiwanese young people". Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2150/.
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This research aims to find out the factors as well as the mechanism of young people’s self-destructive behaviour in Taiwan. The research employed a mixed methodology- both quantitative and qualitative research methods. In the quantitative study, a self-reported questionnaire survey was carried out to investigate the individual and social factors that affected suicidality and self-harm among young people (N= 1043) aged 14-18. In the qualitative study, 20 semi-structured in-depth interviews were conducted with professionals to find out the mechanism of self-destructive behaviour. The results show that females are more vulnerable to self-destructive behaviours than males, but male suicide attempt is increasing. Self-destructive behaviour is shaped by a range of social, cultural and individual factors. General mental health and beliefs about death are the two individual factors that are highly related to young people’s self-destructive behaviour. Better general health and positive belief about death indicate lower risk of self-destructive behaviour. Social factors such as family interaction, peer relationship, traditional value, economic optimism and social-political security are five important factors to affect young people’s self-destructive behaviour. Close and supportive family interactions help reduce the risk of self-destructive behaviour. However, closer peer relationship may increase the likelihood of self-destructive behaviour because of copycat behaviour, imitation or altruistic behaviour. Holding more traditional values, young people may result in bearing many pressures during the current economic recession period.
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Wood, Jason. "Young people and active citizenship : an investigation". Thesis, De Montfort University, 2009. http://hdl.handle.net/2086/3234.
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The past decade has been witness to a growing concern with the political, moral and social capacity of young people to demonstrate ‘active citizenship’. Alongside the introduction of citizenship education in schools there has been evidence of increased political and public anxiety about how young people integrate within their local communities. All of this has taken place in the context of broader social policy debates about how individuals demonstrate social responsibility in late modern, advanced liberal democracies. This study investigated how young people define and experience active citizenship in their everyday, real world settings. It comprised workshops and focus groups with 93 young people aged 14-16 living in the East Midlands. Using an adaptive theory design, the investigation utilised definitions generated by young people to build an applied theory of active citizenship. Young people in this study defined active citizenship in terms of membership and status, social responsibility and to a lesser extent, political literacy. Through a process of deliberation, they determined six concepts to be most important in thinking about active citizenship. These were ‘rights’; ‘responsibilities’; ‘care for others’; ‘control’; ‘making decisions’, and ‘respect’. These concepts were explored in relation to the everyday experiences of young people. Young people experience active citizenship differently within and between each context of their lives (proximate, community and institutional levels) showing high degrees of related skills and awareness. Whilst communities and institutions offer some opportunities for young people to test and develop citizenship identities, they also present significant barriers.
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Boeck, T. G. "Young people and social capital : an exploration". Thesis, De Montfort University, 2011. http://hdl.handle.net/2086/4975.
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Drawing on a critical realist approach and especially Derek Layder’s ‘Domain Theory’ (Layder 1997; 2006) this thesis explores the richness and complexity of young people’s social capital. The study used a mixed methods design which incorporated sequential and concurrent data collection and analysis comprising 16 in-depth interviews, 17 discussion groups and a survey questionnaire (n=500). Twenty one organisations participated in this study, accessed through youth groups, the youth justice system, one school and one college from the Midlands area, in the 13-19 age range. The total sample using all research methods was 574 young people. Young people’s maintenance and enhancement of social capital is seen as a process which has to be negotiated in a continuous interaction between self, situated activity, social settings and contexts. Within this, critical creative agency, a positive outlook on life and being able to make the leap of trust become agentic mediating factors which help young people to navigate life situations and take the necessary risks to develop a more dynamic social capital. The study challenges some common discourses on diversity, especially those referring to bonding and bridging social capital (Putnam 2000). Contexts of privilege but also of gender and ethnicity are important mechanisms that have a strong impact on the access to social capital resources and points towards the resiliency young people are able to build. Policy and practice need to build on the situated activity of young people and not erode it. Enhancing young people’s existing social capital is achieved by building on their existing resourcefulness, strengthening their existing support networks, opening up new horizons and creating access to new resources within a strength perspective. Institutions need to enhance resiliency and positive risk taking, nurture trusting relationships with significant others and enhance young people’s outlook on life.
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Barrett, P. "Friendship in young people with Asperger's syndrome". Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520087.
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Raabe, Bianca. "Citizenship? : young people, social relations and inequalities". Thesis, University of East London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310612.
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Morgan, Deborah Lynette. "Young people and their dispositions to science". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284627.
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Davies, Katherine. "'Turning out' : young people, being and becoming". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/turning-out-young-people-being-and-becoming(08722bf0-d001-47ac-bd2f-0c769110481a).html.
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This thesis explores young people's experiences of, and orientations towards, being and becoming. Using focus groups and interviews with participants aged between 11 and 15, the research investigates how young people form a sense of who they are and who they can become in terms of character, temperament, talents, intelligence, humour, appearance and so on. Particular attention is paid to the role of relationality, and especially siblingship, in these processes as well as to how young people themselves make sense of and theorise being and becoming. The research shines analytical and methodological 'spotlights' on key contexts, relationships and modes of thinking which highlight processes of being and becoming in new and interesting ways. A spotlight on the context of secondary school indicates how ways of being and becoming can be created and constrained by the particularities of the environment of school. A spotlight on being and becoming in a group of friends indicates young people's reflexivity about the moralities of being different to friends, despite the largely homophilous nature of these relationships, and reveals some of the ways in which young people's friendships can affect who they are and who they see themselves as becoming in the future. A spotlight on young people's sibling relationships fills a gap in existing knowledge about the role of lateral kin in shaping young people's lives and indicates how siblings can be a source of social capital (for good or ill) in school. It is also argued that being one in a series of siblings can 'fix' aspects of being and becoming in several ways, including through the construction of relational identities in families and through normative ideas about how siblings ought to behave. Finally, the thesis shines a spotlight on young people's understandings of modes of transmission and the nature of personhood, indicating how young people can think in nuanced and complex ways about how being and becoming works. Taken together the spotlights of this thesis indicate how young people form a sense of who they are and who they can become whilst embedded in webs of relationships through time. The thesis demonstrates that, despite being relational and contextual, processes of being and becoming can feel as though they become 'fixed' as the potential for how one can 'turn out' is limited. It is argued that the lay concept of 'turning out' evokes the idea that, although always continuing through time, we will one day 'turn out' and be 'finished'. As such, this thesis suggests that the concept of 'turning out' allows sociologists to think about being and becoming simultaneously. 'Turning out' also encourages an understanding of the social world that embraces ideas which can seem 'contradictory' in sociological terms - such as fixity and malleability, individuality and relationality or genetic and social inheritance. Finally, it is argued that 'turning out' denotes a broader understanding of personhood than those evoked in familiar sociological terms - such as the self, identity and habitus - and incorporates aspects of being and becoming that might otherwise appear somewhat beyond the social.
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Cooper, Jayne Beverley. "The antecedents of suicide by young people". Thesis, University of Manchester, 2001. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:85712.
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Background: In the last few decades the suicide rate in young people has risen in the United Kingdom although with no notable increase in presentations for mental disorder. Concurrently there have been societal and other changes that have affected this age group, including an increased rate of deliberate self-harm, alcohol and drug misuse, unemployment, and divorce. Aim: To describe the main social, clinical and interpersonal characteristics of people under 35 years of age who commit suicide and to identify a model that best predicts suicide in the young. To investigate whether these factors are common in suicides under 25 and 25 to under 35, compared to controls and whether or not suicides under 35 communicate intent. Hypotheses: The association between suicides and severe mental illness was less marked than the influence of other psychological and social factors, namely an increase in adverse life events, a greater misuse of alcohol and drugs, and higher rates of personality disorder and unemployment. Method: Psychological autopsy study with case control design. Cases were 84 suicides and probable suicides (open verdicts). Controls were 64 age- and sex-matched non-suicides obtained through the general practices of the cases. Main variables were social, including unemployment, marital status and living circumstances; life events and interpersonal difficulties; and clinical, including current psychiatric disorder, alcohol and drug misuse, previous self-harm and personality disorder. Results: The main finding of this study was that suicide in young people was preceded by a mental illness, although the distribution of mental disorders differed from earlier psychological autopsy studies of all ages. Young suicides had a number of vulnerability factors in their background that interplay with their prevailing circumstances. Suicides lacked the stable, supportive childhood experienced by their controls but instead may have endured parental separation, abuse and parental psychopathology. They were more likely to be unemployed and have low educational achievements. Their current situations lacked roots, social support often with a background of relationship difficulties. They had an increased likelihood of recent life events, particularly of an interpersonal nature, but also involving criminal activity. Many sought help from their general practitioner within three months of their death and communicated their intent to die. A large proportion deliberately self-harmed in the recent past. Most of the factors associated with suicide remained so in the under 25's and 25 to under 35's except: not being married, forensic problems, and recent contact with the GP which were associated with suicide in the older group but not in the younger group, compared to controls. Living in rented accommodation was associated with the younger suicide group and not the older suicide group compared to their controls. Conclusion: A broad prevention strategy is needed to reverse the recent rise in suicide in young people. This involves developing primary and secondary health care services that are available, accessible and acceptable to young people; improving identification of mental illness; realistic advice on the effects of alcohol and drugs; support in times of interpersonal crises; improving educational and employment potential, including those with a severe mental illness.
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Isbister, Chloe. "Young people, self-harm and help-seeking". Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12505/.
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Given the high rates of completed suicide and poor help-seeking among young men, this research explored how young men, who had successfully sought help from a Child and Adolescent Mental Health Service (CAMHS), experienced help-seeking. This study focused on the factors that facilitated initial access and on-going engagement in services. Eight young men between the ages of 16-18, who had entered CAMHS following self-harm or suicidal ideation, and who were engaged in on-going therapy, were recruited. Each young man was interviewed to elicit his personal experiences of help-seeking and help-receiving. Interviews were transcribed and subjected to Interpretative Phenomenological Analysis. Five dominant themes, that overarched participant’s individual experiences, emerged from the data: Role of external adult in recognising, normalising and initiating help seeking; Influence of another;Challenging and renegotiating perception of need for help and meaning behind this need; Change in perspective; Maintaining an independent self; Mechanisms of engagement and Shared experience. Help-seeking was described as a journey of two stages; 1) initial access and 2) on-going engagement, during which the presence and timing of external influences (parents, teachers) and internal influences (personal beliefs and attitudes) were crucial. A model of help-seeking is presented. This study is the first of its kind to consider factors that facilitate the help-seeking journey of young men aged 16-18 following self-harm. It highlights the need for provision of information to parents and teachers about how to identify need and ways to facilitate access to services. Information and guidelines on how to adapt services to meet the complex developmental needs of young men, is highlighted for service developers, commissioners and clinicians.
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Harris, Anna. "The voice of young people who offend". Thesis, University of East London, 2011. http://roar.uel.ac.uk/3710/.
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This study investigated young people's experiences of offending and its contexts through the accounts of young people who have offended. The study questioned what young people say about their experiences of offending, and also how they say this. Seven males between the ages of 18 -25 years who had a history of offending behaviour were interviewed. The interviews were analysed using Interpretative Phenomenological Analysis (IPA) and Foucauldian Discourse Analysis (PDA) to attend to both parts of the research aim. The IPA analysis resulted in five themes being generated by the researcher. These included the experience of offending as a childish game for parental attention, and also as a business enterprise. The experiences of anger, fear and strength to survive in a hostile and competitive environment were also generated from the accounts. Experiences of exclusion and feeling unloved were also conceptualised as an overriding theme throughout the accounts. Lastly, a cyclical experience of being 'stuck' in the offending position was presented through the experiences of guilt and compliance, the need for resources and a habitual propensity to anger. PDA was then used to consider the 'stuck' theme through a wider contextual analysis. The discourses of 'guilt', 'class' and 'dangerousness' as utilised within the young offenders accounts were considered to construct and contribute towards their experiences of the 'stuck' position.
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Gilbert, Rachel. "Promoting positive identity development in young people". Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13756/.
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Little research has looked in detail at the subjective experience of adolescents who have been admitted to psychiatric hospital and the potential impact of this on their developing identity. This study aimed to construct a theory of the perceived impact of hospitalisation on the identity of young people admitted to a psychiatric ward, the ways young people might manage threats to their identity and any perceived impact of diagnosis. Nine young people aged 15-17 were interviewed in depth about their experience of admission and any perceived impact on their identity. Young people were current in-patients or ex-patients attending follow-up treatment in the community. Grounded theory methodology was employed in this study. A preliminary model is proposed showing the process from admission to post-discharge with hypothesised impacts on personal and social identity at each stage. Positive outcomes were associated with an improved sense of self and self-efficacy. In contrast, the development of an “illness” explanation for one’s difficulties while in hospital may be a risk for a more negative self-concept and a less favourable future outlook. The study concluded that longitudinal research is required to ascertain long-term outcomes of the proposed model. Emphasizing psychological formulation may ameliorate the perception of individual ‘deficit’ that appeared to be associated with diagnosis.
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Rampino, Tina. "Opportunities, attitudes and aspirations of young people". Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654476.
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This thesis contains three empirical chapters on young people's educational opportunities, attitudes and aspirations in both developing and developed countries. In Chapter 2, we evaluate the medium-run impact of Familias en Accion, a conditional cash transfer (CCT) programme, on the school enrolment probability of 7 to 17 year old Colombian children living in rural areas of the country. Our difference-in-differences estimates find no significant programme effects but significant, even if small in magnitude, anticipation effects. This poses doubts on the efficacy of CCT programmes in reducing income inequality in the longrun and in stimulating the demand for formal education in the short-run. In Chapter 3, we use data from the youth component of the British Household Panel Survey to examine gender differences in educational attitudes and aspirations among 11 to 15 year olds. While girls have more positive aspirations and attitudes than boys, the impacts of gender on children's attitudes and aspirations vary significantly with parental education level, parental attitudes to education, child's age and the indirect cost of education. These findings have implications for policies designed to reduce educational attainment differences between boys and girls as they identify factors which exacerbate the educational disadvantage of boys relative to girls. In Chapter 4, we evaluate the impact of parental education and household income on 10 to 15 year olds ' aspirations for higher education using data from the UK Household Longitudinal Survey. OLS estimates reveal no maternal education effects but positive paternal education and household income effects. IV estimates of the model, which simultaneously account for endogeneity in parental education and household income, find no significant effects of household income on children's aspirations for higher education but positive, even though very imprecisely identified, paternal education effects.
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Evans, M. J. G. "Long-term mentoring for disadvantaged young people". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1332222/.
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Objectives: Youth mentoring involves a supportive relationship between a youth and a volunteer adult with the aim of promoting a range of positive developmental outcomes. The predominant paradigm in mentoring research involves large-N, pre- post designs. The present study examined a small number of child-mentor pairs over time in order to gain a more detailed understanding of patterns of change. Method: A multiple case, longitudinal design was used, looking in depth at four children, aged 9 to 10 years. Data were collected at regular intervals over the first 15 months of the mentoring relationship from the child, their mother, and their mentor, using self-report measures of key domains of psychosocial functioning. The quality of the mentoring relationship was also measured. Results: At baseline, all four children were functioning in the clinical range in at least one domain. Two of the children reported modest improvement over the course of the mentoring relationship, with reliable changes occurring mostly in the behavioural domains; however, this improvement was not reflected in the data provided by the parent. The scores for the other two children, as reported both by themselves and their mothers, were relatively stable over the 15 month period. Conclusions: The wider literature suggests that more consistent improvements would have been expected; it may be that 15 months was not long enough for the influence of mentoring to be borne. A multiple case design offers a detailed view of patterns of change, providing the opportunity to identify potential moderating factors for particular individuals, which could improve the theoretical understanding of mentoring as well as its practical application. Further research using this paradigm could help define the role that mentoring should play within the helping services and which children would benefit most.