This study was a descriptive examination of the likelihood that adolescents would utilize online counseling to address their school counseling needs as compared to face-to-face counseling. Ninth to twelfth grade students at a suburban high school with proximity to a large metropolitan city were chosen for this study. This convenience sample was chosen due to the high academic profile of the students, the integration of computers into the school curriculum, the strong utilization of the counseling program, and the high counselor/student ratio. The research questions were explored using a two-part questionnaire with a sample size of 300. Individual Internet frequency and type of use as well as knowledge of the services that were available to them at their school were assessed. Counseling style preference for either online or face-to-face counseling was compared for specific school related issues. Frequency tables and cross tabulations were used to analyze the data. As would be expected, analyses showed that students were frequent users of the Internet as well as frequent users of email and instant messaging. They were mostly unaware of the counseling services that were offered at their school and completely unaware that there were counseling services available online. Students said they would not go to a school counselor either online or in person for any of the specified issues. However, more students reacted positively about having access to a school counselor at times of the day and night that went beyond the traditional school hours. / Ph. D.

The primary purpose of this qualitative study was to discover the kinds of issues that were troubling sixth-grade students while they were in school through focus groups which were led by eighth-grade peer helpers in the school, the Natural Helpers. The second purpose of this study was to evaluate the information that the Natural Helpers gathered in the focus groups and to compare this information to the information that the participants reported on a personal problem checklist. Third, the purpose of this study was to keep a tally of the types of worries about which the sixth graders sought help from heir guidance counselor. Fourth, the purpose of this study was to compare these findings to information in the existing literature. The participants were 48 sixth-grade students (21 males and 27 females) whose heterogeneously-grouped classes at a suburban middle school in the Roanoke Valley in Virginia were randomly selected to participate in this study. After the students and the parents of the students signed informed consent forms, the students completed personal problem checklists and participated in one of nine student-led focus groups. Two of the focus groups were exclusively male, two were exclusively female, and the remaining groups contained males and females. Results from the study indicated that the participants reported a variety of worries, but the majority of their discussions pertained to issues concerning grades, social lives, violence, trouble at school, and family issues. The sixth graders reported similar issues as concerns on the personal problem checklist and sought assistance from their guidance counselor for similar concerns. However, there was one main difference in the findings between the three methodologies: the students sought assistance for worries concerning violence and spoke extensively about their concerns regarding violence during the focus groups but did not report violence as a main concern on the problem checklist. Probable reasons for these differences were addressed. Overall, the participants reported many concerns that were similar to the concerns that were reported by other adolescents in the professional literature, and they reported concerns that were consistent with the developmental literature. Exclusively male focus groups, exclusively female focus groups, and mixed focus groups generated similar information with a few noted exceptions regarding the content of their discussions and with a few noted exceptions regarding the extent to which the males spoke during the groups. This study generated recommendations for future research and for the counseling profession. / Ed. D.

The purpose of the current study was to examine a model explaining a pathway from anxiety to depression in youth. Additionally, a second model was considered examining specifically the worry component of anxiety and its role in the development of depression. Path analyses were used to examine the relationships between general anxiety and worry and academic competence and functioning, social competence and functioning, attributional style, hopelessness, and depression. In addition, the impact of sex and cognitive ability on these relationships was examined. Results revealed that anxious and depressive symptomatology were significantly correlated. Further, some support was found to suggest that the significant relationship between self-reported anxiety and depression was partially mediated through social and/or academic variables as well as attributional style and hopelessness. While sex was not found to significantly impact these relationships, cognitive ability did moderate the relationship between worry and academic functioning even when other variables were considered simultaneously. The implications of these findings for treatment and research are discussed. / Ph. D.

Notre intérêt pour le thème de la violence dans l’école n’est pas apparu par hasard, mais il se justifie surtout pour les raisonssuivantes: nous croyons que malgré les différentes manifestations de la violence contre les enfants et les adolescents à l’école et dansla sociéte, quelque chose doit être fait à cet égard, des propositions doivent être présentées et des alternatives doivent être construites.Nous avons donc mené une recherche en ce sens: « Violence à l’école: compréhension d’un phénomène social à João Pessoa-Paraíba-Brésil », dans le but comprendre les actions éducationnelles et préventives du projet « École qui Protège » pour combattre laviolence commise envers les enfants et les adolescents indépendamment de la couleur de leur peau, de leur ethnie, de leur genre et deleur classe sociale dans des écoles de la banlieue de João Pessoa-Paraíba-Brésil. Pour poursuivre cet objectif, nous avons entreprisune approche qualitative en prenant pour référentiel Robert Bogdan et Sari Bicklei. Nous avons collecté les données à traversl'interview semi-structurée, ce qui nous a permis de nous engager dans un processus d’écoute des acteurs concernés ; matériel quenous avons pu analyser et comprendre via l’Analyse de Contenu, basée sur Laurence Bardin. Pour mener à bien notre recherche etpour asseoir notre fondamentation théorique, nous nous sommes laissés guider par de nombreux sociologues comme MartineXiberras, Michel Maffesoli, Alain Touraine, Edgar Morin, Zygmunt Bauman, Norbert Elias, Erving Goffman, Howard Saul Becker,et par la philosophe allemande Hannah Arendt, sans oublier les auteurs brésiliens comme l’éducateur Paulo Freire, le théologien etphilosophe Leonardo Boff, entre autres. Les auteurs mentionnés nous ont donc permis de nous ancrer théoriquement à la lumière dedivers aspects sociologiques, philosophiques et antropologiques, nous aidant ainsi à mieux comprendre la complexité de la violencesous la forme du préjugé, de la discrimination et de l’exclusion, envers les enfants et les adolescents noirs, indigènes, sans terre ;violence qui s'exprime dans la société en général, et plus spécifiquement dans l’espace scolaire. Par conséquent, l’un des cheminspour que l’école puisse reconquérir son espace contaminé par la violence, passe par le développement du respect des droits desenfants et des adolescents et par l’appui d'organismes publics chargés du secteur éducationnel et engagés dans des politiquespubliques allant en ce sens. / Our interest about the topic of violence in the school, did not arise by chance, but mainly because we believe that although on thevarious manifestations of violence at school and in the society, against children, something must be done, proposals must besubmitted, alternatives must be constructed. Therefore, we conducted a survey entitled: " Violence in schools: understanding a socialphenomenon in João Pessoa - Paraiba - Brazil " , with the goal of understanding the educational and preventive activities of theproject " School that Protects" to revert to violence against children and adolescents , regardless of color , ethnicity, gender and socialclass in schools on the outskirts of João Pessoa, Paraíba , Brazil . In pursuing of this objective we walked through a qualitativeapproach, taking as reference the authors Robert Bogdan and Sari Bicklei. Data were collected through semi - structured interviewprocess, that allowed us to listen to the stakeholders and, analyzed and understood by content analysis, based on Laurence Bardin.Order to carry on our research we seek theoretically support us with allies like the sociologists , Martine Xiberras , Maffesoli , AlainTouraine and Edgar Morin , Zygmund Bauman , Elias Norbert , Erving Goffman , Howard Saul Becker, the Germanic philosopherHannah Arendt, not forgetting the Brazilian authors, like the educator Paulo Freire and the theologian and philosopher Leonardo Boff, among others. Those authors allowed us in a theoretical grounding, in sociological, philosophical and anthropological aspects, andhelped us to understand the complexity of violence in the form of prejudice, discrimination and exclusion against children andadolescents, black, indian, landless, violence by society in general aspects and particularly in the school environment. Therefore, oneof the ways the school can rebuild your space contaminated by violence is the development of respect for the rights of children andadolescents, and the support of the government agencies responsible for education, with public policies for this purpose.

Thèse de doctorat--Démographie--Louvain--Université catholique, 1997. / Bibliogr. p. 318-335.

Thèse (M.A.)--Université Laval, 2008. / Bibliogr.: f. [207]-222. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Extensive research on the impact of divorce on children has been conducted. Much of this research emphasizes negative findings. Debate over the factors that exacerbate or alleviate these negative findings exists, and prompted investigation in this literature review. Two factors that may determine how children will react to parental divorce are the child's developmental acuity and attachment style at the time of the divorce event. This review explains developmental tasks from a psychosocial and cognitive perspective for developing children from birth to age 18. An understanding of these models can be used to examine how children may be vulnerable to the stresses in a divorcing family, as well as identifying how to help children of all ages become resilient. Research included in this review suggests that a secure attachment and consistent parenting are the best buffers from negative effects. This literature review is intended to be a guide to aid parents, counselors, and other professionals who seek the best outcome for children of divorce. / text

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.

Thèse (Ph. D.)--Université Laval, 1997. / Bibliogr.: f. [224]-232. Publié aussi en version électronique.