Thesis (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 148-152).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, Charlotte, N.C., 2003. / Abstract and vita. Includes bibliographical references (leaves 120-130).

M.A. / South Africa has an exceptionally high divorce rate. The stressful nature of parental separation and divorce results in higher susceptibility of children to psychological, social, academical and health problems. Parental ability to deal with the divorce transition largely influences the long term adjustment of children after divorce. An effective empirically researched based parentfocused educational programme which addresses the most essential divorce related issues and the effects thereof on children, can be of exceptional value. Supplying parents with sufficient knowledge and information regarding divorce as a process, as well as the way it effects children of different ages en developmental stages, will assist the parents in making better choices concerning the children. By educating parents about the effect of prolonged interparental conflict on children and by supplying them with constructive conflict management skills, the negative consequences of divorce on children may be minimised or even eliminated. In this study an educational programme (k.i.d.s.) was assessed by using a one group pretest- postest design. K.i.d.s. is a short, informative and user friendly educational programme. It comprises two, two hour sessions, scheduled two weeks apart. Statistical significance was achieved when pretest-posttest results were compared regarding knowledge on conflict and the divorce process. Participants also reported a significant decline regarding negative conflict behaviour. An overall high level of consumer satisfaction with the program was reported. Despite the small study sample, the positive results of this study proves the k.i.d.s. program to be a potential promising preventative and intervention method for use with divorcing parents.

AFRIKAANS: Die doel van die onderhawige studie is tweeledig van aard, te wete om ondersoek in te stel na die wyse waarop die onderskeie opvoedingsgedragspatrone van ouers die prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent beïnvloed, asook om ondersoek in te stel na die wyse waarop hierdie prestasieverwante adolessent-veranderlikes op hulle beurt 'n invloed op die akademiese prestasie van die adolessent uitoefen. 'n Teoretiese ondersoek met toeligtende empiriese navorsing het aan die lig gebring dat daar kousale verbande bestaan tussen ouerlike opvoedingsgedrag en die akademiese prestasie van die adolessent. 'n Aantal opvoedingsmodelle is ondersoek en die volgende ouerlike opvoedings-gedragspatrone is geïdentifiseer as basisvorme van die opvoeding: warm opvoeding, koue opvoeding, dominante opvoeding, toegeeflike opvoeding, demokratiese opvoeding, outokratiese opvoeding, betrokke opvoeding en onverskillige opvoeding. Daar is gefokus op die konsep adolessent-veranderlikes as uitkomsveranderlikes met betrekking tot die onderskeie opvoedingsgedragspatrone van ouers, en belewinge, gedraginge en persoonlikheidseienskappe is uitgelig as prestasie¬verwante adolessent-veranderlikes. In hierdie studie word ouerlike opvoedingsgedrag beskou as 'n faktor wat die akademiese prestasie van die adolessent beïnvloed. Dit is egter nie die enigste faktor wat 'n invloed uitoefen op die akademiese prestasie van die adolessent nie en daarom is ook verwys na ander faktorgroepe wat werksaam is by prestasieverwante adolessent-veranderlikes, te wete biologiese faktore, kulturele faktore, sosiale leerervaringe en situasiefaktore. By 'n ontleding en deurskouing van elk van die basisvorme van die opvoeding is telkens gepoog om kousale verbande tussen 'n bepaalde ouerlike opvoedings¬gedragspatroon en prestasieverwante adolessent-veranderlikes aan te toon, asook om kousale verbande tussen prestasieverwante adolessent-veranderlikes en die akademiese prestasie van die adolessent aan te toon. Die emplrlese ondersoek, 'n kwalitatiewe verkenning aan die hand van eksemplariese gevallestudies, het die bevindinge van die teoretiese ondersoek toegelig. Uit die ondersoek blyk dit dat ouers wat 'n gunstige opvoedingstyl verwerklik die adolessent se belewinge, gedraginge en persoonlikheidseienskappe positief beïnvloed en dat hierdie gunstige prestasieverwante adolessent-veranderlikes die adolessent tot optimale selfaktualisering ten opsigte van akademiese prestasie predisponeer. Ouerlike opvoedingsgedrag werk hier prestasiebevorderend. Wanneer ouers egter 'n ongunstige opvoedingstyl verwerklik, beïnvloed dit die adolessent se belewinge, gedraginge en persoonlikheidseienskappe negatief en hierdie ongunstige prestasieverwante adolessent-veranderlikes werk prestasie¬belemmerend en predisponeer die adolessent tot onderaktualisering ten opsigte van akademiese prestasie. Die sentrale teoretiese stelling van die studie word dus geverifieer, naamlik dat die opvoedingsgedrag van die ouer In kragtige en betekenisvolle invloed uitoefen op prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent, en dat hierdie prestasieverwante adolessent-veranderlikes op hulle beurt op betekenisvolle wyse ‘n invloed op die akademiese prestasie van die adolessent uitoefen. ENGLISH: The purpose of this study is twofold, namely to investigate the manner in which the various child-rearing behaviour patterns of parents influence the achievement-related lived-experiences, behaviours and personality characteristics of the adolescent, and to investigate the way in which these achievement-related adolescent variables impact on the academic achievement of the adolescent. A theory-based investigation, supported by elucidatory empirical research, brought to light the fact that causal relationships exist between parental child-rearing behaviour and the academic achievement of the adolescent. A number of child-rearing models were investigated and the following parental child-rearing behaviour patterns were identified as basic forms of parenting: warm parenting, cold parenting, dominant parenting, permissive parenting, tolerant parenting, intolerant parenting, involved parenting and indifferent parenting. The author focused on the concept of adolescent variables as outcome variables with regard to the various parental child-rearing behaviour patterns and identified lived-experiences, behaviours and personality characteristics as achievement-related adolescent variables. In this study parental child-rearing behaviour is regarded as a factor that influences the academic achievement of the adolescent. However, it is not the only factor that exercises an influence with regard to the academic achievement of the adolescent and therefore reference was also made to other groups of factors which exercise an influence with regard to achievement-related adolescent variables, namely biological factors, cultural factors, social learning experiences and situational factors. By investigating and analysing each of the basic forms of parenting, the researcher endeavoured in each case to indicate causal relationships between a particular parental child-rearing behaviour pattern and achievement-related adolescent variables, as well as causal relationships between achievement-related adolescent variables and the academic achievement of the adolescent. The empirical investigation, a qualitative exploration based on a selection of case studies, elucidated the results of the theory-based study. From the investigation it is evident that when parents realise a favourable child-rearing style, it has a positive impact on the adolescent's lived-experiences, behaviours and personality characteristics and that these favourable achievement-related adolescent variables predispose the adolescent toward optimal self-actualisation with regard to academic achievement. In this case, parental child-rearing behaviour promotes achievement. However, when parents realise an unfavourable child-rearing style, it impacts negatively on the adolescent's lived-experiences, behaviours and personality characteristics and these adverse achievement-related adolescent variables impair achievement and predispose the adolescent toward under-actualisation with regard to academic achievement. The central theoretical statement of this study has therefore been verified, namely that the child-rearing behaviour of parents impacts powerfully and significantly on the achievement-related lived-experiences, behaviour and personality characteristics of the adolescent, and that, in turn, these achievement-related adolescent variables impact significantly on the academic achievement of the adolescent. / Dissertation (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Ronald L. Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Jan. 15, 2004). Includes bibliographical references.

Text in Afrikaans / Gevorderde skoolsillabusse, die medta en 'n ekonomtes-politiessosiaal- georienteerde gemeenskap, lei daartoe dat dte adolessent op 'n vroee ouderdom sy potensiaal ten opsigte van sy verstandelike, emosionele, fisiese, morele en sosiale ontwikkeling optimaal kan realiseer. Daarvoor is die adolessent aangewese op die steun van die ouer. Dit bring mee dat hoer eise ook aan die ouer as opvoeder gestel word. Die sukses van opvoeding in die ouerhuis word bepaal deur die kwaliteit van die gesagsverhouding tussen die ouer en die adolessent.' Die ouer se hantering van gesag is bepalend vir die adolessent se belewing van gesag. Die stel van reels en regulastes en die wyse waarop dissipline en straf toegepas word, lei tot die adolessent se aanvaarding, verwerping of uitoefening van gesag. Ten einde 'n toereikende ouer-adolessent-relasie daar te stel, moet adolessensie as 'n tydperk van besfnnfng oor nuwe regte en verantwoordelikhede in plaas van 'n tydperk van konflik oor norme beskou word. / Advanced school syllabi, the media and communlties that are economically, politically and socially orientated result In adolescents' early realisation of optimal potential regarding intellectual, emotional, physical, moral and social development. Such accelerated development requires the support of parents which results ln higher expectations being made of parents as educators. The success of education In the home ls determined by the quality of the relationship of authority between the parent and the adolescent. The parent's style of authority determines the adolescent's experience of authority. The formulation of rules and regulations and the manner of disciplining and punishing leads to the adolescent's rejection or acceptance of a~thorlty and own exercising of authority.· In order to establish an adequate parent-adolescent relationship, adolescence should be regarded as a time to review rights and responsibilIities rather than a period of conflict over norms. / Psychology of Education / M.Ed. (Sielkundige Opvoeding)

It is a well-known fact that the speech of young people is in many respects different from the speech of older speakers. This also applies to Afrikaans as spoken by the younger generation. The difference in speech is recognized to such an extent that the media and literature aimed at teenagers make use of the same words and phrases. That creates the impression that these publications are making use of a specific variety of Afrikaans. In the present study the researcher has endeavoured to describe the specific nature of teenage language as spoken by Afrikaans teenagers in a bid to establish whether Tienerafrikaans could be considered a variety of Afrikaans. The dissertation first looks at the linguistic research on teenage language in countries like Germany,England and the Scandinavian countries as the existing sociolinguistic descriptions of the speech of teenagers in South Africa are inadequate while no study has yet been carried out on Afrikaans teenage speech. The characteristics of teenage language, such as the use of slang, the use of English words by non-English speakers and the use of pragmatic markers, as observed by researchers such as Androutsopoulos, Andersen and Stenström, served as a starting point for this study. Other characteristics of teenage speech that were emphasised, were the function of socialisation and that teenagers use speech to set them apart from adults and to indicate their membership of the peer group. In an attempt to describe the non-standard forms used in media and literature aimed at teenagers, an in-depth study was made of language forms that appear in Tienerafrikaans. The data for the study came from lists of words supplied by teenagers, questionnaires, letters to Jip, a teenage supplement to Beeld, and interviews with teenagers. The results indicated the following: • Tienerafrikaans is an informal register of Afrikaans making use of certain linguistic phenomena, like slang, code switching, borrowing and calque. • The wide range of non-Afrikaans lexical items that are used by Afrikaans teenagers are mostly derived from English. • Afrikaans teenagers are capable of creating new words and slang expressions in Afrikaans. The study also indicated that the claim by critics that authors made use of teenage language in books aimed at teenage readers, is justified. To a certain extent authors made use of the same lexical items and informal style that was identified from the data.The conclusion drawn is that the term Tienerafrikaans could be applied to the mixed language spoken by a significant number of Afrikaans teenagers and that Tienerafrikaans is a variety of Afrikaans. / Prof. A.E. Coetzee

No Brasil, os adolescentes estão entre os grupos populacionais mais vitimados pela violência. Os locais de maior ocorrência de violências são a rua e o domicílio; a escola ocupa o terceiro lugar. Este estudo se justificou não apenas pela relevância de se avançar na temática da violência no contexto escolar, mas de forma fundamental pela intenção de se discutir com os adolescentes a complexidade da violência nesse contexto, os diferentes fatores a ela relacionados e suas influências nas interações entre os membros da comunidade escolar. Teve o objetivo de compreender o fenômeno da violência no contexto escolar a partir da óptica de alunos do ensino médio. O referencial teórico adotado foi o Paradigma da Complexidade segundo Edgar Morin, sendo apresentados os seus principais conceitos, com destaque para os princípios recursivo, dialógico e hologramático. O método adotado foi o Paradigma da Complexidade, a partir de uma abordagem qualitativa. O campo de estudo foi uma escola urbana pública da rede de ensino médio de Alfenas, que se localiza no Sul do Estado de Minas Gerais. Os sujeitos foram alunos de 15 a 18 anos da referida escola. A construção dos dados ocorreu por meio de 11 entrevistas abertas e individuais; dois grupos focais, seguidos por diálogos com as 11 turmas regulares do ensino médio; observação participante e constantes anotações no diário de campo. Todos os aspectos éticos para as pesquisas com seres humanos foram atendidos. A análise dos dados ocorreu por meio do Paradigma da Complexidade com o propósito de se avançar mais na compreensão, caminhando além dos conteúdos de textos na direção de seus contextos. A primeira categoria, Tudo começa com a intolerância, trouxe a incompreensão, a falta de aceitação das diferenças que se transformam em violência verbal, física, psicológica e que envolvem, além dos alunos, a direção, os professores e os demais funcionários da escola. A segunda categoria, Para falar de escola, é necessário falar de rua, mostrou que a rua assume diferentes sentidos, dependendo de quem a observa, de quem passa por ela. A rua pode conduzir a diversos caminhos e um deles é a escola. A violência que se expressa na rua muitas vezes é remontada na escola. Na terceira categoria, Tem cinco minutos para o cigarro, mas não tem cinco minutos para o filho, foi discutida a família, as inúmeras transformações ocorridas nessa instituição com o passar do tempo e os conflitos existentes entre a família e a escola. A quarta categoria, Violência envolvendo a escola? Passa por tudo isso de que a gente falou, trouxe um olhar complexo sobre os dados anteriormente apresentados, buscando evidenciar as partes no todo e o todo nas partes, reforçando os pensamentos pertencentes à Complexidade de Morin, bem como os princípios dialógico, recursivo e hologramático. A violência no contexto escolar não pode ser analisada a partir de um único ponto de vista, existe uma multiplicidade de fatores relacionados a essa temática. As suas manifestações devem ser reconhecidas, deve ser estabelecida a sua articulação com o todo e a sua contextualização sócia histórica / In Brazil, teenagers are among the population groups that are most victimized by violence. The higher incidences of violence sites are the streets and homes; the school ranks in third place. This study was justified not only by the importance of moving forward on the issue of violence in the school context, but fundamentally while having the intention of discussing with teenagers the complexity of violence in that context, the different factors related to it and its influences on interactions between members of the school community. We aimed to understand the phenomenon of violence in the school context from the perspective of high school students. The theoretical framework adopted was the Complexity Paradigm according to Edgar Morin having presented the main concepts, highlighting the recursive principles, dialogic and holographic. The method adopted was the Complexity Paradigm, from a qualitative approach. The field of study was a public and urban high school in Alfenas, located in the Southern parts of the state of Minas Gerais. The subjects were students from 15 to 18 of aforementioned school. The construction of the data occurred through 11 open and individual interviews; two focus groups, followed by talks with the 11 regular high school classes; participating observation and constant notes in the field diary. All ethical aspects of research involving human beings were met. Data analysis was carried out through the Complexity Paradigm in order to further advance with comprehension, moving beyond the text content in the direction of their contexts. The first category, All starts with intolerance, brought the misunderstanding, lack of acceptance of differences that then turns into verbal, physical and psychological violence which then also involves more than the pupils, the staff and the teachers along with the remaining working people of the school. The second category, To talk about school, it is necessary to mention the streets, it showed that the streets take on different meanings depending on who watches or who passes through it. The streets can lead to various ways of which one of them is the school. The violence expressed in the streets is often traced back at school. In the third category, They have five minutes for the cigarette, but they do not have five minutes to the child, discussed the family, the many transformations that has occurred in this institution over time and the existing conflicts between the family and school. The fourth category, Violence involving the school? It goes through all of which we have said, brought a complex look on the data previously presented, searching to put in evidence the parts as a whole and all in the parts, reinforcing the thoughts belonging to Morin\'s Complexity, as well as dialogic, recursive and holographic principles. Violence in the school context cannot be analysed from a single point of view, there is a multiplicity of factors related to this issue. Its manifestations must be recognized and it should be established to coordinate them all in all and its historical partner contextualization

The major focus of this study was to investigate the association between adolescent attachment styles and types of parent-adolescent conflict and anger. The study used adolescent respondents (n=214, females=136, males=78), 95% of whom were aged 14 or 15. The methodology was a one-off survey design. An adapted adult attachment scale with two dimensions, anxiety and avoidance, measured attachment. This scale was used to form four adolescent attachment styles, secure, preoccupied, fearful and dismissive. Family conflict was assessed in a range of ways, including general measures of self-reported family conflict and abuse at home. Also measured were general anger-proneness and depression-proneness. As well, adolescents responded to four specific, hypothetical parent-adolescent conflict scenarios. The responses to these vignettes included their reported emotions, conflict resolution strategies, expected endings and post-conflict coping/risk behaviours. Results indicated the presence of one major healthy and functional conflict-anger pattern associated with a secure attachment style, and two major types of harmful and dysfunctional conflict-anger patterns. Healthy conflict and anger involved secure adolescents reporting they would experience negative emotions in conflict but would still expect the conflict to be resolved well for everyone. Secure adolescents were also less anger-prone and depression-prone generally than other adolescents, possibly indicating their ability to regulate their negative emotions. The first harmful conflict pattern, associated with preoccupied and fearful attachment styles, included relatively higher levels of family conflict involving poor conflict endings, and even moderate levels of violence. Preoccupied and fearful adolescents may have poor emotional regulation, as indicated by their higher levels of general anger-proneness and depression-proneness. The second harmful conflict-anger pattern was associated with a dismissive attachment style and involved conflict with emotional distance and coolness in the family, as well as lower levels of reported problem solving strategies and good conflict endings. Results are discussed in terms of adolescent attachment style profiles and the need to distinguish and assess attachment styles in families in order to devise appropriate and effective interventions. Examples of primary, secondary and tertiary preventative interventions are described to assist mildly to severely conflicted, distressed or disengaged families.

¡@¡@In recent years, the merchandise of trendy brand is very popular. People talking about the trendy brand phenomena in newspaper and magazines, but in fact we lack the studies about the trendy brand consumer. Actually it is difficult to get the benefit from the trend if the enterprises lack the trendy brand knowledge. The purpose of this study is to understand the reason why the teenagers love these trendy brands, and what is the teenagers¡¦ affection. At last this study hopes to confirm the situation and position of the trendy brand phenomena by understanding the past teenage subcultures. ¡@¡@The past reports and studies most describe the trendy brand phenomenon, so the study uses focus group to understand the trendy brand consumers¡¦ behaviors deeply and examines the focus group results by on-line questionnaire in order to achieve the purpose of understanding the trendy brand consumers. According to the results of focus group, the trendy brand users have lots of ways to be classified. The most popular way is that the brand founder is artiste or not, so the study classifies teenagers into three groups. These groups include ¡§loving artiste trendy brand group,¡¨ ¡§loving normal designer trendy brand group,¡¨ and ¡§loving both artiste and normal designer trendy brand group.¡¨ In addition, the study find five main motivations behind teenagers love these trendy brands. These motivations include ¡§actual self-congruity,¡¨ ¡§ideal self-congruity,¡¨ ¡§identification influence,¡¨ ¡§vicarious learning,¡¨ and ¡§need for uniqueness.¡¨ And the teenagers¡¦ affection also can classify into positive and negative affection. At last the study find the factors forming these teenage subcultures in the literature and confirms the phenomenon of trendy brand is one of teenage subcultures.