This dissertation utilizes a Foucauldian perspective to explore the relationship between at-risk youth and the acceptance and integration of long-term conventional goals and values held by the general population. I posit that orthodox theories, which argue that youth who engage in delinquent behaviors do so because they either reject the goals and values of society, or they realize they have no legitimate means of goal attainment, fail to adequately explain why some youth appear to integrate and strive for these goals. I argue that Foucault's work on power and knowledge, more specifically the use of bio-power and the technologies of normalization, can be used as an explanation for how at-risk youth come to integrate and accept these conventional goals and fully participate in the creation of themselves as "docile bodies". </p> <p>This issue is explored through an analysis of two sets of data collected through the development and implementation of two separate surveys; one given to the general population of youth and the other to at-risk youth. As well, I explore the findings of personal interviews collected with youth incarcerated in Kilburn Hall, a remand centre in Saskatoon, Saskatchewan. </p> <p>What these data show is that, far from rejecting the conventional goals and values of society, at-risk youth appear to integrate both the goals and a strong ideology of personal responsibility for the attainment, or failure to achieve these goals.

This dissertation utilizes a Foucauldian perspective to explore the relationship between at-risk youth and the acceptance and integration of long-term conventional goals and values held by the general population. I posit that orthodox theories, which argue that youth who engage in delinquent behaviors do so because they either reject the goals and values of society, or they realize they have no legitimate means of goal attainment, fail to adequately explain why some youth appear to integrate and strive for these goals. I argue that Foucault's work on power and knowledge, more specifically the use of bio-power and the technologies of normalization, can be used as an explanation for how at-risk youth come to integrate and accept these conventional goals and fully participate in the creation of themselves as "docile bodies". </p> <p>This issue is explored through an analysis of two sets of data collected through the development and implementation of two separate surveys; one given to the general population of youth and the other to at-risk youth. As well, I explore the findings of personal interviews collected with youth incarcerated in Kilburn Hall, a remand centre in Saskatoon, Saskatchewan. </p> <p>What these data show is that, far from rejecting the conventional goals and values of society, at-risk youth appear to integrate both the goals and a strong ideology of personal responsibility for the attainment, or failure to achieve these goals.

This dissertation utilizes a Foucauldian perspective to explore the relationship between at-risk youth and the acceptance and integration of long-term conventional goals and values held by the general population. I posit that orthodox theories, which argue that youth who engage in delinquent behaviors do so because they either reject the goals and values of society, or they realize they have no legitimate means of goal attainment, fail to adequately explain why some youth appear to integrate and strive for these goals. I argue that Foucault's work on power and knowledge, more specifically the use of bio-power and the technologies of normalization, can be used as an explanation for how at-risk youth come to integrate and accept these conventional goals and fully participate in the creation of themselves as "docile bodies". This issue is explored through an analysis of two sets of data collected through the development and implementation of two separate surveys; one given to the general population of youth and the other to at-risk youth. As well, I explore the findings of personal interviews collected with youth incarcerated in Kilburn Hall, a remand centre in Saskatoon, Saskatchewan. What these data show is that, far from rejecting the conventional goals and values of society, at-risk youth appear to integrate both the goals and a strong ideology of personal responsibility for the attainment, or failure to achieve these goals.

This mixed methods study sought to examine student perceptions of the impact of an alternative intervention program (AIP), and provide a framework meant to inspire programs in other locations. Focusing on attendance, discipline, and academic achievement data, this study examined what factors motivate successful alternative education students to succeed upon their return to the comprehensive setting, and identify support factors that foster resiliency. Qualitative data were collected through three focus groups of students who were either new to the program, enrolled in the program for at least a nine-week period, and students who successfully completed a nine-week placement. Six adult students who completed the program and received a high school diploma were in-depth interview participants. Quantitative data were collected using student records. Results indicated differences in the students’ perception of grades earned and the actual grades received. Students were able to maintain their attendance, grades, and discipline during the alternative program enrollment, but scored lower in English and Mathematics after leaving the program than they did prior to attending the program. The fast pace and rigor of a standards-based curriculum in a comprehensive setting proved challenging for students in need of a caring, nurturing environment that offered individualized instruction. Students overwhelmingly attribute their success in the alternative program to a caring staff, and flexible scheduling within a structured environment. This study revealed the need for a more structured process to transition students from the alternative to comprehensive settings. Students could literally be in the alternative setting today and in the comprehensive setting tomorrow, with very little support or guidance. This led to repeated disciplinary offenses and for some students, their return to the alternative setting.

This study offers a better understanding of the tourism experiences of at risk youth. A Husserlian phenomenology consisting of semi-structured interviews with a group of at risk youth residing in a treatment centre reveals a broader understanding of the tourism phenomenon as well as the essence of these experiences. Findings revealed that at risk youth value tourism and the opportunities that these experiences provide. The importance of support during this multi-phasic experience contributed to outcomes including increased learning opportunities, liberty to exercise free-choice and independence, skill acquisition, gains in social capital, improved self-perception and ultimately, increased resilience. / October 2016

This study explored the relationship between attachment quality and school connectedness in a high school sample of adolescents. Although there is a literature related to adolescent attachment quality and its effects on adjustment and development, relatively little attention has been paid to the relationship between parent and peer attachment and school connectedness. Further, these attachments and connections have yet to be examined among general and special education populations. Attachment quality has been correlated with identity development, self-esteem, competence, and psychopathology and has been investigated as a mediator in the relation between risk and resilience. School connectedness centers around the theory that when adolescents perceive consistent personal power, attention, and praise, they develop a sense of attachment to their school environment. Further, school connectedness, attachment to family, and positive peer bonds, respectively, have been viewed as protective factors, i.e., preventing adolescents from engaging in health risk behaviors (i.e., violence, risky sexual behavior, drug use, and dropping out of school) (U.S. Department of Education, 2006). The present study included 157 students, aged 15 to 18 years who participated in a longitudinal study (The Longitudinal Study of Co-morbid Disorders in Children and Adolescence). Using quantitative methodologies, analyses examined the relationships among gender, ethnicity, risk status and parent attachment, peer attachment, and school connectedness. Measures included self-report questionnaires of attachment quality and school connectedness in adolescence. Several major findings from the present investigation include: (1) higher ratings of attachment to parents were associated with higher ratings of school connectedness; (2) higher ratings of attachment to peers were associated with higher ratings of school connectedness; (3) students at risk reported less school connectedness than not at risk students; and (4) the effects of peer attachment on school connectedness were moderated by risk group.

Abstract A basic interpretive qualitative research design (Merriam, 2002) was used to explore the perceptions and observations of volunteer piano teachers providing weekly piano lessons to at-risk youth. Four volunteer piano teachers from two prairie cities who volunteered teaching three twenty-minute piano lessons a week for at least one year in a local school-based program, Heart of the City Piano Program, were interviewed. Data were analyzed using thematic analysis. Findings included three themes about the perceived benefits of piano lessons for the students –student self-motivation, student confidence, student sense of accomplishment – as well as three themes about distinguishing characteristics of the piano lessons – student focussed lessons, allowing students to be themselves, and positive role model relationships. Findings are discussed in relation to current research on at-risk youth and music education, and recommendations for further research and implications for practice are included.

This study is based on perceptions of risk behaviors for migrant Latino youth who participate in an after school program. Currently, there is no known research on perceptions of risk behaviors for migrant youth. There is plenty of research on after school program and how they are helpful in reducing or even preventing risk behaviors in adolescence. Fourteen migrant Latino youth between age's 10-18 grades 4-12 were studied. Participants attended the Illinois Council Migrant Technology Learning Center during after school hours between three and six p.m. A Q sort survey was given to each participant for collection of quantitative data. At the bottom of the q sort survey, qualitative questions were asked to gather qualitative data. Analysis of the data showed that the majority of the participants (n=12) comprised factor one, positive behaviors while only two participants comprise factor two, risk behaviors. Qualitative data revealed that participants felt the Technology Learning Center (TLC) is a good place to complete homework, socialize with friends, and use the computers.

No description available.

A vocational horticulture curriculum was assessed for its effectiveness in strengthening social bonds and changing attitudes about personal success and job preparedness in a group of juvenile offenders. The curriculum focused on vocational training and entry-level job skills in horticulture and landscaping and prepared the youth for internship positions in grounds maintenance. Pre/post-tests based on Hirsch=s tests of social bond for juvenile delinquents were developed to address attitudes toward school, teachers, peers, opinions on personal success, and environmental attitudes. A separate pre/post test dealt with careers and aspirations. Results from these tests were compared to tests administered at a comparable program in an urban setting. Behavioral records for one semester before and the semester during the horticulture curriculum were compared. Daily journals maintained by service-learning student mentors were analyzed for observational themes, as were teachers' observations and project follow-up interviews. Success of the program was based on the students' successful completion of the program, students' desire and ability to be hired for summer internships and/or employment in horticultural related jobs. Due to the limited size of the study group (6), this research project intends only to provide a profile of several youths' response to vocational horticultural training with regard to the objectives stated above. It is exploratory in nature and offers ideas for future larger scale research and confirms some existing trends in research with juvenile offenders. / Master of Science