Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 66-70).

Thesis (doctoral)--Göteborgs universitet, 1985. / Summary in English. Includes bibliographical references (p. 263-285) and index.

Children and youth who suffer a mild traumatic brain injury or concussion are at risk for a number of negative outcomes. The symptoms of concussion and the management of these symptoms can be disruptive to the child’s everyday activities, especially if they are prolonged. Depression can result and may complicate the course of recovery. Depression has overlapping symptoms with concussion and is thought to lengthen the recovery period. There has been much research done in populations of mixed severities of brain injury but very little addresses children with concussion. Knowledge in this area is crucial due to depression’s impact on all aspects of functioning as well as the potential alteration of the child’s developmental trajectory. The purpose of this research was to examine the risks and predictors of depression following concussion in youth and to explore the experiences of a subsample of youth and their families with prolonged recovery from concussion, complicated by depression. Chapter One provides a review of the current literature setting the context for the research within what is known about concussion in youth, what is known about depression in youth and because of the early stages of this type of research, what is known about depression as an outcome of concussion in all age groups. Chapter Two presents a study highlighting the tangible risk for depression in a sample of children being followed in a tertiary care clinic (N=92). Significant predictors of depressive symptomatology were found to be the need for hospital admission and high symptom scores in the first few days and weeks after injury, which may be valuable information for prevention, early identification and treatment of youth at risk for depression after concussion. Chapter Three provides an in-depth exploration of the experiences of youth and families who have gone through prolonged recovery from concussion with significant depressive symptomatology. A phenomenological approach was used with six participants and their families who were interviewed and their responses analyzed. A trajectory of recovery was identified; common themes within each of four key stages of the trajectory were discussed and illustrated using direct quotes from the participants. Chapter Four outlines the important implications of these two studies for health care professionals; particularly in raising awareness of the mental health outcomes of concussion. Knowledge of the impact of debilitating symptoms, activity restrictions and depression can inform discussions early after a concussion to prepare and possibly prevent some of the losses experienced by youth that can lead to depression. / Thesis / Master of Science Rehabilitation Science (MSc)

As youth with disabilities age and transition to adulthood, they will often need to learn how to manage their healthcare. Siblings are members of the family who can provide support to their sibling with a disability, but their roles during transition have not been well described in the literature. Typically developing (TD) siblings identified that they require information and resources in their roles. The overall objectives of the research studies in this doctoral dissertation are: 1) to synthesize existing resources and programs to support TD siblings of individuals with a disability; and 2) to develop a deeper understanding about the experiences of TD siblings. The findings from these studies are summarized in six scholarly manuscripts prepared for peer review and publication. All studies were conducted in partnership with siblings with lived experiences. Results from the review and qualitative document analysis of online resources to support TD siblings (Chapter 2) identified that limited resources are available to support TD siblings with healthcare management of their sibling with a disability. The scoping review (with the protocol described in Chapter 3 and results presented in Chapter 4) identified that programs for TD siblings are focused on knowledge development and skill acquisition for the TD siblings themselves or on empowerment by training TD siblings in skills that they can apply with their sibling with a disability. In addition to synthesizing existing knowledge, the qualitative study provided an in-depth understanding of the experiences of TD siblings (with the protocol described in Chapter 5) in two distinct areas: their roles and responsibilities (Chapter 6) and the influence of their sibling and family relationships on their identity formation during developmental stages (Chapter 7). Overall findings from this dissertation suggest areas for future directions, including knowledge transfer to share synthesized resources with target audiences, co-creation of resources to support siblings in their roles, and enhancement of programs to involve siblings and the whole family. / Dissertation / Doctor of Philosophy (PhD) / As youth with a disability transition to adulthood, many will assume greater responsibility for their own health management, activities often supported by family members, including siblings. Little information is available about the roles that siblings have to their sibling with a disability in this process. Siblings have mentioned that they need information and resources for their roles. The purpose of this work is to summarize resources and programs in Canada and internationally for siblings, as well as better understand the experiences of siblings of an individual with a disability. The information from this work can be helpful by sharing the summary of resources with siblings and families, create new resources to support siblings of an individual with a disability, and build on programs that allow for siblings and the whole family to participate.

This dissertation is focused on a comparison of the ancient theme in children's literature during the second half of the 19th century until 1945. The theoretical part focuses on the comparison and evaluation of the religious, political and cultural situation in the Czech lands, whose background was created children's literature with themes from antiquity. The practical part deals with the comparison of the most important works of Czech and Slovak authors, who were devoted to children's literature with themes from antiquity within the range. KEYWORDS: Antiquity , literature , youth , children , comparison, religion , politics, culture

A proposta deste estudo foi conhecer a representação de violência que as crianças constroem nas relações sociais e com a mídia, a partir do desenho animado, desdobrando-se em dimensionar o impacto de suas representações no processo de socialização e de construção da subjetividade na infância, e em explicitar a possível relação entre violência na mídia e violência individual e social. Compreendeu um estudo descritivo, de natureza qualitativa e incluiu pesquisa bibliográfica e levantamento junto às crianças e adultos. A partir de um exercício de descrição, comparação e análise dos discursos de crianças e de seus pais, com suporte em referenciais teóricos sobre cultura contemporânea, violência e representação social, foi possível constatar que as crianças reconhecem diferentes dimensões do fenômeno, discriminam entre a violência real e ficcional e identificam gêneros televisivos e situações, às quais se sentem vulneráveis. Reconhecem imitar os personagens e seus comportamentos nas brincadeiras, porém afirmam que não matariam na vida real. / The purpose of this study is to investigate the representation of cartoon-related violence that children build into their social relationships and with the media. The study also aims to size the impact of their representations in the process of socializing and subjectivity building during childhood, and to show the possible relationship between violence in the media and individual and social violence. This is a descriptive and qualitative study which includes bibliographic research and surveys with children and adults. By describing, comparing and analyzing the language from children and their parents, theoretical references on contemporary culture, violence and social representation, it was possible to verify that children recognize different dimensions of the phenomenon, differentiate between real and fictional violence, and identify television genres and situations to which the feel vulnerable. Children recognize they emulate characters and their behavior, but claim they would not kill in real life.

Este trabalho pretende discutir a importância da Literatura Juvenil Africana para o processo de formação do leitor literário, tendo em vista a prioridade dada pela educação brasileira à diversidade histórica e cultural que a constitui. A pesquisa, cujos objetivos são apresentar algumas reflexões acerca do ensino de leitura literária e contribuir para a aplicação da Lei 10.639/03, possui caráter empírico. Foram selecionadas duas obras Ynari- a menina das cinco tranças e Uma escuridão bonita, ambas do escritor angolano Ondjaki a fim de desenvolver um projeto de leitura com alunos do 9º ano do Ensino Fundamental II, numa escola do município de São Paulo. Essa seleção baseou-se na importância dada ao negro e na valorização de alguns dos aspectos centrais da cultura africana o respeito pelo mais velho, o poder da palavra e importância da tradição oral. A leitura dessas obras buscou ressignificar o olhar das crianças e adolescentes sobre a história e cultura africana, marcadas pelo preconceito e estigmas seculares no Brasil. As reflexões histórico-teóricas sobre a formação do leitor literário pretendem contribuir com a metodologia adotada e oferecer para os docentes um material mais completo. Este trabalho está fundamentado numa perspectiva comparatista, pois estabelece relações entre Literatura Infantil/Juvenil e Sociedade. / This work aims to discuss the importance of African Youth Literature, to the process of training/formation of literary readers, considering the priority given by the Brazilian Education to the historical and cultural diversity that it is consisted in. The research, which objectives are to present some reflexions about the literary reading education and to contribute to the enforcement of law 10.639/03, has empirical character. Two works were selected Ynari a menina das cinco tranças and Uma escuridão bonita, both from the angolan writer Ondjaki in order to develop a reading project with students from 9th grade of elementary school II in the city of São Paulo. This selection was based on the importance given to people of dark skin and appreciation of some of the central aspects of African culture respect for the older, the power of words and the importance of oral tradition. The reading of these works sought to reframe the eyes/concept of children and adolescent about. African history and culture, marked by the prejudice/prejudgment and secular stigma in Brazil. The historical and theoretical consideration/reflections about the methodology adopted and offer the teachers a more complete material. This work based on a comparative perspective, due to it establishes relationships among Children/Youth Literature and society.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 9, 2006. Dissertation Committee: Maureen E. Angell (chair), James R. Thompson, C. Al Bowman, Stacey Jones Bock, Emily H. Watts. Includes bibliographical references (leaves 203-216) and abstract. Also available in print.

Este trabalho pretende discutir a importância da Literatura Juvenil Africana para o processo de formação do leitor literário, tendo em vista a prioridade dada pela educação brasileira à diversidade histórica e cultural que a constitui. A pesquisa, cujos objetivos são apresentar algumas reflexões acerca do ensino de leitura literária e contribuir para a aplicação da Lei 10.639/03, possui caráter empírico. Foram selecionadas duas obras Ynari- a menina das cinco tranças e Uma escuridão bonita, ambas do escritor angolano Ondjaki a fim de desenvolver um projeto de leitura com alunos do 9º ano do Ensino Fundamental II, numa escola do município de São Paulo. Essa seleção baseou-se na importância dada ao negro e na valorização de alguns dos aspectos centrais da cultura africana o respeito pelo mais velho, o poder da palavra e importância da tradição oral. A leitura dessas obras buscou ressignificar o olhar das crianças e adolescentes sobre a história e cultura africana, marcadas pelo preconceito e estigmas seculares no Brasil. As reflexões histórico-teóricas sobre a formação do leitor literário pretendem contribuir com a metodologia adotada e oferecer para os docentes um material mais completo. Este trabalho está fundamentado numa perspectiva comparatista, pois estabelece relações entre Literatura Infantil/Juvenil e Sociedade. / This work aims to discuss the importance of African Youth Literature, to the process of training/formation of literary readers, considering the priority given by the Brazilian Education to the historical and cultural diversity that it is consisted in. The research, which objectives are to present some reflexions about the literary reading education and to contribute to the enforcement of law 10.639/03, has empirical character. Two works were selected Ynari a menina das cinco tranças and Uma escuridão bonita, both from the angolan writer Ondjaki in order to develop a reading project with students from 9th grade of elementary school II in the city of São Paulo. This selection was based on the importance given to people of dark skin and appreciation of some of the central aspects of African culture respect for the older, the power of words and the importance of oral tradition. The reading of these works sought to reframe the eyes/concept of children and adolescent about. African history and culture, marked by the prejudice/prejudgment and secular stigma in Brazil. The historical and theoretical consideration/reflections about the methodology adopted and offer the teachers a more complete material. This work based on a comparative perspective, due to it establishes relationships among Children/Youth Literature and society.

A proposta deste estudo foi conhecer a representação de violência que as crianças constroem nas relações sociais e com a mídia, a partir do desenho animado, desdobrando-se em dimensionar o impacto de suas representações no processo de socialização e de construção da subjetividade na infância, e em explicitar a possível relação entre violência na mídia e violência individual e social. Compreendeu um estudo descritivo, de natureza qualitativa e incluiu pesquisa bibliográfica e levantamento junto às crianças e adultos. A partir de um exercício de descrição, comparação e análise dos discursos de crianças e de seus pais, com suporte em referenciais teóricos sobre cultura contemporânea, violência e representação social, foi possível constatar que as crianças reconhecem diferentes dimensões do fenômeno, discriminam entre a violência real e ficcional e identificam gêneros televisivos e situações, às quais se sentem vulneráveis. Reconhecem imitar os personagens e seus comportamentos nas brincadeiras, porém afirmam que não matariam na vida real. / The purpose of this study is to investigate the representation of cartoon-related violence that children build into their social relationships and with the media. The study also aims to size the impact of their representations in the process of socializing and subjectivity building during childhood, and to show the possible relationship between violence in the media and individual and social violence. This is a descriptive and qualitative study which includes bibliographic research and surveys with children and adults. By describing, comparing and analyzing the language from children and their parents, theoretical references on contemporary culture, violence and social representation, it was possible to verify that children recognize different dimensions of the phenomenon, differentiate between real and fictional violence, and identify television genres and situations to which the feel vulnerable. Children recognize they emulate characters and their behavior, but claim they would not kill in real life.