Livre illustré, livre d'artiste, livre de dialogue, livre de peintre autant de dénominations pour désigner les œuvres dans lesquelles l'image est associée à la poésie. Or, ces images accompagnent également le plus souvent les publications pour la jeunesse relevant du genre poétique. Comment se construit la relation entre poésie et art (peinture, dessin, photographie, pastel…) dans ces livres pour les jeunes lecteurs et quelles lectures peuvent en faire les professeurs des écoles en classe aujourd'hui sont les deux questions qui nous intéressent. Notre réflexion porte tout d'abord sur les ouvrages eux-mêmes, publiés entre 1995 et 2012. Après avoir analysé les approches de la poésie pour l'enfance et la jeunesse que proposent la critique littéraire, l'institution scolaire et la recherche en littérature, nous établissons une typologie de cette nouvelle catégorie littéraire que nous appelons « livre de poème(s) illustré » et nous étudions le rapport entre poème et illustration dans ces œuvres. Des interrogations didactiques sont nées de cette première réflexion. Tout d'abord, dans l'enseignement au niveau élémentaire, quel usage les maîtres font-ils de ces œuvres doubles ? Ensuite, quelles compétences de lecture littéraire et de lecture d'images cette production permet-elle de développer et quel rapport à la poésie et à l'art un professeur des écoles peut-il faire construire à ses élèves grâce à ces œuvres ? Cette partie de notre étude présente une recherche exploratoire en didactique de la littérature de type qualitatif qui se fonde sur une description du discours des enseignants, d'analyses de pratiques et de dispositifs de lecture subjective expérimentés dans le cadre de la formation de maîtres. Ainsi notre cheminement général nous conduit-il de la production vers la réception du livre de poème(s) illustré par des lecteurs critiques et savants, ou moins expérimentés. / Book Illustrated, artistic book, dialogue book, painter's book so many designations when, in literary works, picture is combined with poetry. But most of the time, those pictures can be found in children books then regarded as poetry ones. How is this relation between poetry and art (painting, drawing, photography, Pastel drawing…) built in books for young readers? What readings of these books school teachers might set up today in their class? These two questions are our concern. At first, our work concerns books themselves published between 1995 and 2012. After exploring how literature criticism and research, as well as didactic and pedagogy have studied poetry for children, we will set a typology up of a new literary genre we call “ Illustrated book of poems”. Therefore, we will study relations between poems and pictures in these books. No doubt didactic issues will arise from this first thought. At first, how teachers use these dual books? Which skills of readings text and pictures does this new literary genre develop and thanks to these books, which relationship to poetry and art can a teacher help his pupils build? This part of our work is a qualitative type research in didactics of literature based on a description of teachers' speeches, pedagogy practices analysis and subjective readings set-up tested in professional teachers training. Thus, our general concern about illustrated poem(s) book is leading us from production to reception by critical and learned readers, as well as by less experimented ones.

A decline in Human Immunodeficiency Virus (HIV) prevalence rates have been observed among females ages 15 to 19 years and 20 to 24 years in Zimbabwe between 2005 and 2010. However, for males 15 to 19 years, rising trends were observed, whereas for males ages 20 to 24 years, rates fluctuated between 2005 and 2011. The purpose of this cross-sectional study was to examine relationships between sexual behaviors and practices and HIV prevalence among young males and females ages 15 to 24 years in Zimbabwe. Guided by constructs of proximate determinants framework, extracted data from two National Demographic Health surveys of 2005/06 and 2010/11 were analyzed using chi square and binary logistic regression. This study revealed that sexual practices, relationship status, and education status increase the odds of being HIV positive differently among 15 to 19-year-olds and 20 to 24-year-olds based on gender and changes through time. Significant relationship existed between HIV positive serostatus and total number of life time partners among females 15 to 19 years and 20 to 24 years; lack of condom use among males 20 to 24 years in 2005/06; early sexual debut and lower education status among females 20 to 24 years; and being widowed, separated, or divorced among males and females 20 to 24 years in 2010/11. The Odds of being HIV positive for males ages 15 to 19 years was not predicted by sexual practice, creating a need for future study. This study can contribute to positive social change by providing information about the associations between HIV serostatus and the assessed risk factors, which may help promote awareness about HIV infection risk, thereby helping develop and implement targeted public health interventions to reduce the burden of HIV.

Violence is among the most serious threats to the health and safety of young people between the ages of 10 and 24 in the United States. The purpose of this cross-sectional quantitative study using secondary data from the CDC's 2015 National Hospital Ambulatory Medical Care Survey (NHAMCS) data set was to examine the characteristics (age, sex, race and ethnicity, insurance or payer source, and housing status) of young people between the ages of 10 and 24 who seek medical care for assault-related injuries through the emergency department (ED). The social ecological model was used to examine the complex interplay between individual, relationship, community, and societal factors, which allows for a better understanding of the range of factors that put people at risk for or protect them from being a victim of or engaging in violence. Chi-square and logistic regression with clustered robust standard errors was used to analyze the differences and the relationships between 6 characteristic variables and the likelihood of ED visits among young people between the ages of 10 and 24 for assault-related injuries. The results of this study provide researchers with a better understanding of the demographics of young people who seek care in the ED for assault-related injuries. Understanding this population is critical in examining the effectiveness of ED-based youth violence prevention programs. Future research is needed to understand the value and outcomes of existing ED-based youth violence prevention programs. Should public health practitioners use these results, positive social change can occur by empowering social norms that value equality, safety, and human rights instead of valuing power over another and the acceptance of violent behaviors as normal.

Cette thèse propose une typologie rendant compte de la diversité des politiques publiques visant à promouvoir l'indépendance des jeunes, ou leur citoyenneté socioéconomique, en Europe. Elle repose sur deux dimensions. La première concerne l’action publique lorsqu’elle vise à promouvoir l’emploi des jeunes grâce à la politique d’éducation et la politique de l’emploi : c’est l’enjeu de la citoyenneté économique des jeunes. Elle peut être inclusive, lorsqu’un pays est fortement macrocorporatiste, ou sélective, lorsque le macrocorporatisme est faible, selon que cette action délivre des compétences à tous les jeunes ou à une partie seulement. La deuxième dimension renvoie à l’action publique lorsqu’elle délivre directement une aide publique aux jeunes. C’est l’enjeu de la citoyenneté sociale des jeunes. Elle peut être familialisée dans les Etats-providence de tradition Bismarckienne, lorsque les jeunes sont considérés comme des enfants, ou individualisée dans les Etats-providence de tradition Beveridgienne, quand ils sont vus comme des adultes. En croisant ces deux dimensions, on obtient quatre régimes de citoyenneté socioéconomique, avec une citoyenneté habilitante (inclusive/individualisée), une citoyenneté encadrée (inclusive/familialisée), une citoyenneté de seconde classe (sélective/individualisée), et une citoyenneté refusée (sélective/familialisée). Dans une première partie empirique, nous classons 15 pays d’Europe de l’Ouest dans cette typologie, après avoir élaboré deux indices synthétiques de citoyenneté économique et de citoyenneté sociale. Puis, dans une deuxième partie empirique, nous procédons à quatre études de cas représentatifs de chaque régime, à savoir la Suède, l’Allemagne, le Royaume-Uni et la France. / This dissertation proposed a typology that accounts for the diversity of public policies promoting young people’s independence, i.e. what I call ‘youth welfare citizenship’, in Europe. This typology is built around two dimensions. The first dimension relates to public intervention on the school-to-work transition in order to promote the access to employment for young people, through the education policy and the employment policy: this is the issue of youth economic citizenship. It can be encompassing, when a country is strongly macrocorporatist, or selective, when it is not, according to the distribution of skills among the youth population. The second dimension has to do with public aids from the state towards young people: this is the issue of youth social citizenship. It can be familialized in Bismarckian welfare states, where young people are seen as children, or it can be individualized in Beveridgian welfare states, where young people are deemed to be adults. Combining these two dimensions, we end up with four regimes of youth welfare citizenship: an enabling citizenship (inclusive/individualized), a monitored citizenship (inclusive/familialized), a second-class citizenship (selective/individualized), and a denied citizenship (selective/familialized). In the first empirical part, I classify 15 western European countries into the typology by building two synthetic indices of youth economic citizenship and youth social citizenship. Then, in the second empirical part, I proceed to four case studies, each representing a regime of the typology: Sweden, Germany, the United Kingdom, and France.

This study undertook an evaluation of six alternative education programs provided by St Augustine's Education and Training in the Barwon region of Victoria. The impetus for the study has come from the staff of St Augustine's who bravely opened up their programs to closer scrutiny in order to gain a clearer understanding about the needs of the students attending their programs, the theoretical basis of their work and the outcomes of program intervention. A utilisation-focused approach was used and incorporated the following components: a needs analysis using a variety of measures to identify the characteristics of the students and to describe the experiences of students and parents, a qualitative process to articulate the model of psycho-education intervention and issues in service delivery and an impact evaluation to assess the effectiveness of intervention. There were 158 students aged between 6 and 15 years enrolled in programs over a two year period. The results of the needs analysis found that programs were appropriately targeting a marginalised and disadvantaged group of students that typically came from a low socioeconomic background, were significantly behind in their academic achievement, had poor adaptive functioning skills, exhibited a low level of social-emotional development (social-emotional competencies and negative attitudes towards learning) and a high level of psychopathology (mental health symptoms). Using the Survey of Student Assets (Bernard, 2002), the impact evaluation found that programs were successful in increasing the students' social-emotional capabilities and positive attitudes towards learning but did not impact significantly on the students' presenting mental health symptoms and adaptive functioning as measured by the Teachers Report Form (Achenbach and Rescoria, 2001). However, these results are to be interpreted with caution given the small sample sizes used in the analysis. Across the six programs it was found that a total of 89 students (56.3%) experienced a positive outcome destination immediately post-program and these students were maintained in, or transitioned back to mainstream school (n=71) or entered vocational training, education or employment (n= 18). Negative outcome destinations were experienced by 35 students (22.1 %) either because they were excluded (n=3), not engaged (n= 15) or withdrew from program (n= 17). At the end of the study, the remaining 25 students (15.8%) were either referred internally onto another program (n=16) or remained in program (n=9). In predicting outcome destinations, students with positive outcomes, were those that presented with less serious mental health symptoms, in particular they had lower rule-breaking and externalising scores on the Teachers Report Form at referral and a higher level of adaptive functioning in the area of 'working hard'. Students experiencing positive outcome destinations were also those that attended program regularly and for a fewer number of months and were involved in fewer critical incidents whilst attending. The qualitative process evaluation found that the model delivered was grounded in the principles of exemplary practice found in the psycho-educational literature and focused on building positive relationships and a sense of belonging, the provision of hands-on learning activities and rewarding individual achievement. Parents and students generally provided positive feedback however the theme analysis of staff, student and parent interviews and the case study scenarios did identify a number of critical areas to be addressed. These included clarifying the target group and the length and intensity of intervention, improving assessment, planning and transition processes, better collaboration with other services and mainstream schools, the on-site delivery of auxiliary services to meet specific student needs, work to better support and involve parents and to develop a sense of community across the school. A strategic planning process involving key stakeholders to systematically address these areas was recommended.

Young people are at risk of sexually transmitted infections (STI), and engage in sex and drug related risk behaviour. This thesis investigates novel methods to reach youth for research and health promotion. Mobile phone text messages (SMS) are convenient, low cost, fast, and popular among youth. SMS has been utilised in sexual health for clinical management, service delivery and health promotion, but few of these projects have been evaluated. Recognising this lack of research led to the design of a randomised controlled trial investigating the use of SMS and email in sexual health promotion. Recruitment of young people for this trial was piloted at Melbourne’s Big Day Out. 939 young people were recruited in several hours; 30% were classified as being at high risk of STI, and 46% had used illicit drugs in the month prior to the survey. Knowledge of STI was poor. Drug use was associated with both sexual risk behaviour and music preference. The study demonstrated that this festival is a valuable site for sex and drugs research and health promotion. The following year, young people were recruited at the music festival and randomised to an intervention group who received regular sexual health SMS and email, or a control group who received no messages. After 12 months, the intervention group had higher STI knowledge than the control group (OR 2.72, 95%CI 1.68, 4.41) and intervention group females were more likely to have had an STI test (OR 2.51, 95%CI 1.11, 5.69). Respondents’ opinions of the messages were favourable. This simple, low-cost, and novel method was shown to be effective in improving young people’s sexual health. At-risk young people are not well represented in sex and drug behavioural surveillance in Australia. As the pilot study identified that a music festival was a suitable site for sex and drug research, the survey was repeated each year. Between 2005 and 2008, the proportion of young people at risk of STI decreased from 34% to 29%, and recent illicit drug use decreased from 46% to 43%. A limitation of the studies described herein is reliance on self-report, which is subject to recall bias; this can be reduced using diaries to collect behavioural data. Participants completed weekly diaries of sexual behaviour and a retrospective questionnaire. Correlation between the diaries and questionnaire was substantial, adding confidence to the validity of results of other studies in this thesis. Diaries can be collected in different ways; SMS has not previously been used for this purpose. Participants were randomised to complete diaries through SMS, online or paper. Online diaries were superior to SMS in completeness and participant preference, but SMS diaries were more likely to be submitted on time. This thesis has tested several novel options for researching and promoting health to young people. Through music festivals, SMS, and email, young people can be reached through settings and media they are familiar with. Use of these novel methods has increased understanding of risk behaviour among youth and been effective in sexual health promotion.

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

Youth unemployment and environmental degradation are two critical issues facing Australia today. This action research study concerns learning and teaching with participants in a government labour market program which was established to address these two issues. The study was based on three cycles of action research with six groups of participants. The main objective of the research evolved to consider whether critical thinking and action learning can enhance self-concept and environmental education for unemployed young people. The research provides a positive response to this problem, although certain limitations are noted. Conclusions are drawn in five areas. Three of these are from the first cycle of action research. These relate to environmental attitudes, knowledge and action; approaches to environmental education and learning; and the impact of unemployment, peer pressure and mass culture. Two conclusions are drawn from the second cycle of action research. These relate to the integration of action learning and critical thinking strategies into the learning and teaching; and the individual participants' life history and prior knowledge and experience of environmental issues. Recommendations are made concerning professional development and support for staff working in the area, and the planning and implementation of programs. The major recommendation is for the integration, where appropriate, of integrated critical thinking and action learning strategies, through all aspects of the training and project work. This recommendation draws on evidence from a number of areas where these approaches are shown to be beneficial. These include the potential for emancipation and improved selfconcept, and the contribution to environmental education.

<p>This essay describes social workers view on the action contact person. The study was qualitative and six social workers were interviewed on the topic. The effort contact person were chosen as the object for this study since it is the most common action given to young people, despite the lack of research about this subject. The result was analyzed out of conduct action theory and the theory of street level bureaucrats as well as scientific research in this area. The result of this study shows that most of the social workers consider the action as positive. The knowledge that they value the most in their work is gut feeling and their own experience. The young people that are assigned the action have a wide variation of different issues. The action was often used as a first step before placement outside the home. The action also functioned as a way to get a view of the life situation of the young people. The social workers in the study experienced that they have a great deal of freedom of action in their work with the young people. However the study shows that their freedom of action are in many ways restricted; for example they had few alternative actions and they were all limited by the budget.</p>

<p>Syftet med denna uppsats är att utifrån en teoretisk kunskap om ungdomars attityder till rasism, främlingsfientlighet och invandring utföra en studie som i praktiken undersöker ungdomars attityder, i årskurs 6 till 9, till invandring och invandrare. En enkätundersökning genomfördes som omfattade 83 elever fördelade på fyra klasser, en i varje årskurs. Undersökningen utfördes på en högstadieskola i en kommun med drygt 9000 invånare i västra Sverige. Enkäten bestod av 10 slutna frågor samt 2 delvis öppna, där eleverna fick möjlighet att motivera sina svar. Resultatet visar att flickor är mer toleranta än pojkar och att elever i årskurs 7 är mer toleranta än sina äldre kamrater. Den högsta andelen intoleranta elever finns i årskurs 9. Till denna tendens kan inte de tillfrågade ur årskurs 6 inräknas då en stor andel av dem anger att de är osäkra till frågeställningen i flera fall. Bland elevernas egna kommentarer visar någon enstaka elev hög intolerans när denne jämställer ett mångkulturellt samhälle med våldtäkter. Denna attityd är dock inte representativ i någon mening, då en sammanfattande värdering av resultatet visar hög tolerans för nästan samtliga av de tillfrågade eleverna.</p> / <p>The purpose of this paper is that from a theoretic knowledge of young people’s attitudes towards racism, xenophobia and immigration carry out a study that in practice investigates young people’s attitudes, in the sixth to ninth grade, towards immigration and immigrants. A survey was carried out that included 83 pupils divided in four school classes, one in every grade. The survey was carried out at a grammar school in a municipality with more than 9000 inhabitants located in the west part of Sweden. The survey contained 10 secluded questions and 2 partly open questions, where the pupils had the possibility to justify their answers. The results shows that girls are more tolerant than boys and that pupils in the seventh grade are more tolerant than their older friends. The highest share of intolerant pupils occurs in grade nine. It’s not possible to include those asked from the sixth grade into this tendency because of the high percentage share that answers “don’t know”. Among the pupils own comments there are very few that shows intolerance to a great extent and one pupil writes that a multicultural society equals rapes. This attitude is not by far representative since a summery of valuations in the survey shows that almost every of those asked are tolerant to a high extent.</p>