Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 196-209). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 196-209). Also available on the Internet.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-92).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-92) Also available in print.

This Master’s thesis describes the goals and conditions for the foundation of the center for pastime activities for children and youth. The final prospectus goes from the complete analysis of the market in term of potential customers and also of current competition. It analyses a need of finance on behalf of the earnings and expenses comparison.

The study of alternative religious movements (ARMs) encompasses a wide range of groups, from Fundamentalist Mormons to Scientologists to Jehovah’s Witnesses. There is, however, little research, and almost none of it from a therapeutic perspective, on the experiences of children who are raised in these groups. This leads me to wonder about the stories of women who are raised in and then exit ARMs and how these stories might inform the work of helping professionals. This thesis provides a narrative analysis of memoirs written by women who were raised in and then left alternative religions. Through the lens of deconstruction and post-structuralist feminism, it considers the ways in which women who have left ARMs narrate their experiences and how their stories might inform practice. Findings indicate that the women experienced a life marked by a pervasive sense of difference (though not always expressed in a negative sense). Long periods of managing doubt, dissonance, and disenchantment resulted in exhaustion. In the context of an expanding world and motivated by relationships with those outside their religious groups, they experienced deconversion and, eventually, disaffiliated. Disaffiliation was experienced both as frightening and liberating, resulting in the need to construct new identities and sites of belonging outside their religious groups. I have displayed these findings in the form of a model of religious deconversion and disaffiliation. This research may help child and youth care workers, therapists, social workers, and other helpers develop wise practices when working with those who have been raised in ARMs. / Graduate / 2022-04-14

In response to the national desegregation of schools from 1954-1976, white communities across the country formed segregationist academies to provide a privatized education to white children. In this study, I examined why parents in the rural South continue to choose these schools, as well as what this schooling environment means for the ‘comprehensive racial learning’ processes of its white, class-privileged student body. Drawing on 20 semi-structured interviews with parents who chose a segregationist academy in Mississippi as well as 20 interviews with children who attend this school, I found that parents justified their decision using racialized understandings of what constitutes a ‘good’ schooling environment. Additionally, this context of childhood directly influenced the kids’ perceptions of themselves as racial subjects, including the ways in which they justified their position in the reproduction of racial inequality. Overall, this study contributes to understandings of the ways that class privilege, rurality, and Christianity inform white identity formation and racial learning processes.

No description available.

Children and youth with emotional and behavioural disorders [EBD] have complex needs that span an array of service providers (Stroul & Friedman, 1994; VanDenBerg, 2008) and given the paucity of supports for this population they may not receive the support that they require (Burns et al., 1995; Farmer et al., 2003). There is a considerable amount of research that supports the integration of services for children and youth with EBD through the wraparound approach (VanDenBerg, Osher, & Lourie, 2009). There also is research that supports the notion that community schools may provide the most effective host environment for the integration and provision of support for this population (Dryfoos & Maguire, 2002; Grossman & Vang, 2009). However, there is limited Canadian research about the efficacy of the wraparound approach in the context of a community school. In order to explore this issue a qualitative, multi-case study was conducted of three community schools in the province of Manitoba to determine the extent to which community schools foster interdisciplinary collaboration and may support the implementation of the wraparound approach (Bruns, Suter, Force, & Burchard, 2005; Bruns, Walker, & The National Wraparound Initiative Advisory Group, 2008; Goldman, 1999). The findings from this study suggest that at the practice level, the community schools that were studied fostered collaboration and the integration of support. In addition, the community schools that were studied possessed many of the requisite conditions that support the implementation of the wraparound approach as a process to guide individualized planning for children and youth with complex needs. Barriers to the full-scale implementation of the wraparound approach in the context of the community schools were identified and primarily included system level constraints on collaborative practices. Future research may involve piloting the implementation of the wraparound approach as outlined in the “Wraparound Protocol for Children and Youth with Severe to Profound Emotional and Behavioural Disorders,” (Healthy Child Manitoba, 2013) in designated community schools within the province of Manitoba in order to build upon the strengths of community schools as effective host environments for the implementation of the wraparound approach and also to identify the means by which the system level constraints to collaborative practices might be overcome. / February 2016

This thesis investigates the transition of young people with autism moving from a small, protected and personalised special school environment to a large, busy mainstream college of further education in England. Whilst potentially unsettling for any young person, this transition can be particularly challenging for young people with autism given a desire for predictability and difficulty in adapting to change. This longitudinal research focused on the experience of transition from the point of view of the young people and their parents, and it contributes to the somewhat limited research on post-16 transitions for young people with autism and learning difficulties. Six young people were at the heart of my research but their parents, teachers, lecturers and careers advisers were also interviewed. A key aim of the research was to develop methods to engage and support the young people in an interview process, without influencing their responses too much or restricting their contributions. With this in mind, ‘interrupted interviews' were developed that involved both the use of collage and card sort applications on a tablet, and walking interviews around the college environment. These methods helped to personalise the interview process, to hear the individual student voices and to facilitate communication about the concerns and experiences of the participants. The research findings demonstrate that young people with autism have aspirations, interests and concerns as they progress towards adulthood; that they both seek and enjoy social interaction and that young people and parents need support during and after transition. The tensions between independence and vulnerability are explored as well as the notion of interdependence. While some of the young people in this research made reasonably smooth transitions to college, there were difficulties and challenges, and these lay almost entirely within the area of social interaction. In order for young people with autism and learning difficulties to progress both academically and socially, there needs to be a greater understanding of autism within the whole college community and proper attention given to personalising the transition process to ensure that these young learners can realise their capabilities.