Building on research with unaccompanied asylum-seeking children and young people (UASC) from a resilience perspective, this study investigates the protective mechanisms that support UASC in adapting to life in the UK. ‘Positive adaptation’ is framed as: emotional wellbeing, educational success and social connectedness. Two strands of research are carried out: 1) focus groups that investigate views of key adults (foster carers and social care staff) working with UASC, in order to understand how they frame UASC’s positive adaptation; the protective mechanisms they have experienced to promote emotional wellbeing; and approaches they have found successful in addressing mental health difficulties; and 2) individual interviews, using an Interpretative Phenomenological Analytical approach, with five UASC who were considered resilient. Interviews investigated how individual UASC felt that they had coped with their experiences. I relate findings to resilience frameworks that recognise a complex matrix of risk factors, vulnerability and protective mechanisms operating for each individual at the individual, the family and community/societal level. Findings provide a strong argument for a psycho-social approach to mental health with UASC, establishing stability, whilst building on personal coping strategies, personal strengths and sense of autonomy and competence. Implications for services and interventions are discussed.

Autism Spectrum Conditions (ASCs) are part of the life course of some individuals and as such there are significant implications in relation to matters of identity and the need to ensure educational and professional practices are considered from an ethical perspective as related to self and identity. However, despite the wide ranging literature in the area of autism, there is very little research that examines identity in relation to young people with ASCs. Furthermore, where identity is noted as an important consideration, the concept is often inadequately theorised and explained with reference to psychological frameworks of identity. This study draws on narrative psychology and the concept of narrative identity (McAdams, 2011) to explore what insider perspectives, gained through life story accounts of lived experience, can tell us about processes related to sense-making, self and identity in young people with a diagnosis of a ASC. The findings revealed that the participants were actively engaged in sense-making of their experiences and in the production of narrative identities. A rich and complex picture of identities emerged that went beyond the label of autism. The narrative accounts demonstrated the heterogeneity amongst participants and the need for understandings at the individual level in order to promote a person-centred approach to practice, education, interventions and ethics.

This thesis explores the two year transition period leading towards the end of compulsory schooling. It asks how young people who live in disadvantaged locations make career related choices, and is concerned with why such people often do not choose in ways that are advantageous to them. In order to provide a comprehensive understanding of how young people's career related decision-making is shaped, this study uses an approach that is both theoretically engaged and young person focused. Thirteen young people took part in the research over two years; interviews utilised visual research and analysis methods to engage with the experiences of these young people towards the end of their time studying at a secondary school in the North West of England. Data is analysed using a conceptual framework that incorporates selected 'thinking tools' from Bourdieu (1977) to explore the structural influences shaping career ideas that are typical for this group (i.e. 'field', 'habitus', 'social capital' and 'cultural capital'). The concept of reflexivity is also used to consider the presence of and potential for these young people to exercise agency within the structurally embedded context in which they are situated. The study demonstrates the ways in which the career ideas of these young people are heavily shaped by the environment they inhabit and, therefore, typically reproduce the existing, limited range of occupations already prevalent within the community. The social networks participants engage with when contemplating their ideas are critical in this process of reproduction since they mediate transference of cultural capital to the habitus. Such networks tend to be insular and made up of close family and friends. However, there is also evidence that reflexivity within this context is possible, and this can be vital in promoting social mobility - but this requires the creation of spaces where young people can reflect and discuss their experiences and options with actors who are genuinely seen as trustworthy (I argue that this occurred for some participants through this research process). Finally, the study concludes that although reflexivity is atypical for students from socially disadvantaged backgrounds, in certain circumstances it shows the potential to be transformative.

Preparing for Rural Ministry| A Qualitative Analysis of Curriculum used in Theological Education to Prepare Clergy for Ministry in a Rural Context

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Michelle Perry. Includes bibliographical references (leaves 186-196) Available on microfilm from Pro Quest Information and Learning.

Thesis (M. Ed.)--York University, 1999. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-100). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ39240.

<p> In the face of global economic recession, the competition and collaboration for innovation and future growth among nations has led to discussions of how young people are being prepared to become the next generation of workers and leaders. Although the U.S. has enjoyed a strong presence among the international community since the turn of the century, U.S. scores on international reading assessments and the GCI have dropped over the past decade. National literacy assessment comparisons on the NAEP show that variations exist in economic equity and literacy achievement among the fifty states. </p><p> Multiple Spearman rho calculations were performed in the study to examine the possibility of a correlation between academic achievement and economic health using the PISA OECD country literacy rankings, the NAEP U.S. state literacy rankings, and the GDP per capita from 2009. In doing so, the possibility of a correlation between international and national data was investigated. </p>

<p> This mixed method research investigated the question: What elements do African American charter school parents in a Southern California community identify as important in their children's charter schools? Twenty-three African American families who had enrolled their children in charter schools in a Southern California community responded to a survey. Five respondents were randomly selected for semi-structured interviews. </p><p> The history of African American parents and children in this country has been one of limited access and choice. Early African American educators proposed education as the means by which African Americans could improve their lives and pursue the American dream (Dubois, 1989; Washington, 1901; Woodson, 1933). After centuries of being in traditional public schools the majority of African American children are not being successfully educated (Johnson, 2002; Haycock, 2009). As a result of widespread dissatisfaction with public schools, an increasing number of African American parents are choosing charter schools as an alternative to traditional public schools (Zimmer et al., 2003, 2009). </p><p> The African American families in this study shared the following six elements that influenced their decision to enroll their children in charter schools: academic achievement/ curriculum, parental engagement, quality of teaching, class/school size, safety/ security, and extra activities. Implications from this research and future research are included.</p>

<p> Latino students face many challenges on higher education campuses. These challenges require faculty and staff to respond in direct and meaningful ways. Often families have different backgrounds, backgrounds that warrant serious research. Understanding the student as a whole person means understating their families and where they came from. Sometimes this means looking for and listening to their voice. College administrators need to understand the motivational components of incoming Latino students to serve them well. In this transformative autoethonographic study, I focused on understanding stories told by one first-generation, immigrant Latino family's journey through higher education, and their challenges and successes attaining a degree in predominantly White institutions.</p>

<p> Based on current research and seminal theories on learning, quality, and academic persistence, this study sought to establish the core components of academic quality in higher education and to determine if these components can be used to predict students' intention to persist. This study also looked at differences between traditionally aged college students and their non-traditional adult learner counterparts. Results were significant for all questions asked, suggesting that academic quality can be used as a predictor of students' intention to persist. Additionally, the study found that adult learners rated both the academic quality of their programs and their intention to persist significantly higher than traditional students. Recommendations for further study include research aimed at better understanding persistence estimation and the specific academic quality and persistence relationships that exist in individual programs.</p>