Cette thèse part du postulat que, pour infléchir les consommations de drogues, il est nécessaire d'analyser finement les déterminants de l'entrée dans ces consommations lors de l'adolescence. Les outils fournis par la science économique permettent d'apporter un éclairage nouveau quant à ces déterminants. Après avoir présenté un panorama des politiques publiques de lutte contre le tabac et l'alcool en France, nous articulons notre réflexion autour de quatre grands thèmes. Nous nous intéressons tout d'abord aux ressources monétaires dont disposent les adolescents et nous montrons que le montant et l'origine de ces ressources sont des facteurs clefs des consommations adolescentes de drogues. Nous étudions ensuite les relations de complémentarité ou de substitution qui lient les consommations de tabac et d'alcool. Nous mettons en évidence qu'une politique de taxation des spiritueux permet de réduire les consommations de spiritueux et de tabac des adolescents européens, mais que les résultats diffèrent selon le groupe de pays européens. Ensuite, nous examinons l'influence du groupe de pairs. Nous soulignons que la probabilité qu'un adolescent consomme de la drogue croît avec le nombre de pairs perçus comme étant consommateurs de drogues et décroît avec la taille du groupe de pairs, la volonté d'acquérir un statut social supérieur et la qualité des relations avec les pairs. Nous concluons par une analyse théorique mettant en évidence qu'au-delà des politiques traditionnelles reposant sur l'augmentation des coûts de la drogue, considérer les bénéfices de la consommation de drogues offre de nouvelles pistes de réflexion pour les politiques publiques de prévention primaire. / This thesis starts with the recognition that, in order to curb drugs use (alcohol, tobacco, cannabis), it is necessary to precisely analyze the determinants of entry into these consumptions, especially during adolescence. The tools provided by the economic analysis allow us to shed new light on these determinants. After presenting an overview of public policies fighting against tobacco and alcohol in France, we articulate our thinking around four main themes. First, we analyze the monetary resources available to the adolescents, and we show that the amount and the origin (pocket money, illegal activity, etc.) of these resources are key determinants of adolescent drugs use. Second, we examine the issue of complementarity and substitution between tobacco and alcohol use. We highlight that a taxation policy on spirits helps reduce both the use of spirits and tobacco for European adolescents, but the results are heterogeneous according to the group of European countries considered. Third, we examine the influence of peer group structure on adolescent's consumption of drugs. We emphasize that adolescent's drugs use positively depends on the number of peers perceived as drug users, and negatively on the size of the peer group, the desire to acquire a higher social status or good relationship with peers. Fourth, we provide a theoretical analysis highlighting that traditional policies based on costs' increase (taxation, consumption restrictions, etc.) face decreasing returns. As a result, considering the benefits of drug use (via pleasure) offers new avenues for reflection for public policies.

This diploma thesis is focused on self-concept and emotional aspects of pupils with specific learning disabilities. Specific learning disabilities not only complicate pupils' educational process but they also have an influence on their self-evaluation. The theoretical part of this paper explains terms connected to this topic as they are given in the literature. The aim is to provide the reader with the basic information about this issue. The practical part is dedicated to the actual research. The aim was to compare pupils with specific learning disabilities and pupils without any specific learning disabilities. This part of the paper contains the aims and hypothesis, the characteristic of researched sample, it lists methods used to collect data and it is concluded with analyses and interpretation of the obtained data.

The researcher aimed to answer the following question: What are the perceptions of preadolescent children and educators with regard to the phenomenon of acting-out behaviour? The goal of the study was to explore the perceptions of educators and pre-adolescent children on the phenomenon of acting-out behaviour. Pre-adolescence and socio-economic problems were discussed and behavioural theories, behavioural difficulties and acting-out behaviour were explored. The population consisted of educators and grade 5 to grade 7 learners in the two participating schools. Ten educators and twenty learners in each grade were selected by means of stratified random sampling, to participate in the study. The survey design was utilised, as the researcher wished to explore perceptions of educators and pre-adolescent learners on the phenomenon of acting-out behaviour. The researcher formulated two questionnaires that were reader-friendly to both educators and learners respectively. The questionnaires focused on aspects of acting-out behaviour observed in the developmental level which is of concern to the study. Research results have indicated that acting-out behaviour is an ever-increasing phenomenon, even though the term “acting-out” is relatively unknown. The educators and learner respondents had very similar views on acting-out behaviour and the reasons for this negative behaviour displayed by children. It can therefore be concluded that acting-out behaviour is perceived as being very real in the lives of today’s children and is very often regarded as problematic behaviour and only addressed as such. Characteristics of actingout behaviour include lying, swearing, aggressiveness, hitting and kicking, badmouthing others, poor school marks, bullying and seeking attention. Parental conflict is the highest cause of emotional problems and consequently behavioural problems in children. The family system is also the most important system in the pre-adolescent’s life. Consequently it is recommended that families need to be considered as a key system in the development of acting-out behaviour, but most importantly also, as a key factor in dealing with such behaviour. Further research on, especially, intervention methods with regard to acting-out behaviour and socio-economic factors are recommended and emphasised. Copyright / Dissertation (MSW)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Die hoofdoelstelling van die navorsing was om die ontwikkelende sosialisering van adolessente met ernstige gehoorverlies met hul normaalhorende portuur te begryp en te beskryf. Die navorsingsvraag was, Hoe ontwikkel die adolessent met ernstige gehoorverlies sosiale verhoudings met sy/haar normaal horende portuurgroep? ‘n Ondersoek na vier adolessente met ernstige gehoorverlies is gedoen, om hul interaksiesituasie met hul horende portuurgroep beter te begryp. Die studie het ‘n meervoudige gevallestudie-ontwerp gevolg vanuit die postmoderne interpretiwistiese perspektief. Bronfenbrenner se bio-ekologiese sisteemteorie is benut as die teoretiese basis vir die studie, ten einde die totale konteks van die adolessent met gehoorverlies te begryp. Die deelnemers is volgens die maksimum variasiebeginsel gekies en die data is met behulp van kwalitatiewe metodes, naamlik observasies en onderhoude, ingesamel. Die analiseproses het uit gerigte tematiese analise en analitiese vergelyking bestaan. Die resultate het getoon dat interaksie tussen adolessente met gehoorverlies en hul normaal horende portuur suksesvol kan geskied, maar dat dit met bepaalde hindernisse (soos oningeligtheid en onsekerheid omtrent die gehoorverlies) gepaard gaan en van beide partye word aanpassings geverg. Individuele bates van die adolessent met gehoorverlies moet ook benut word en uitgebou word om die minder sterk punte te ondersteun. Die adolessent met gehoorverlies se spraak (artikulasie) en spraakleesvermoë is van kernbelang ten einde deur die horende gemeenskap verstaan te word, asook om hulle te verstaan. Gereelde deurlopende blootstelling aan die horende gemeenskap wat deur die ouers gefasiliteer word, blyk die sleutel te wees tot suksesvolle interaksie en integrasie in die breë gemeenskap. ENGLISH ABSTRACT: The main purpose of the study was to understand and describe the developing socialization of adolescents with severe hearing loss with their normally hearing peers. The central research question was, How does the adolescent with severe hearing loss develop social relationships with his/her normally hearing peers? The research was conducted with four adolescents with severe hearing loss, better to understand their interactive situation with their normally hearing peers. The research took the form of a multiple case study design, conducted from the postmodern interpretive perspective. Bronfenbrenner’s bio-ecological systems theory formed the theoretical basis of the study, to understand the full context of the adolescent with hearing loss. Participants were selected in accordance with the maximum variation sampling principle. Data were collected by qualitative methods, namely observations and interviews. The data analysis consisted of focussed thematic analysis and analytical comparison. The results showed that interaction between adolescents with hearing loss and their normally hearing peers can be successful, but it is accompanied by certain challenges such as a lack of information and uncertainty about the hearing loss and adaptations are required from both parties. The individual assets of die adolescent with hearing loss should be utilised and developed to support the weaker characteristics. The speech- and speech reading skills of the adolescent with hearing loss are of the utmost importance to be understood by the hearing community as well as to understand them. Continual exposure to the hearing community, facilitated by the parents, appears to be key to the successful interaction and integration into the broader community. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

The goal of the study was to explore the effect of role models on the self efficacy of the child in the middle childhood years. The focus of the study was on the middle childhood or school years, a critical developmental stage with a proliferation of socialization agents – role models. The researcher was interested in the effect that observational learning (modelling) had on the socialization of the child and more specifically on his/her developing self efficacy beliefs. The researcher identified the lack of relevant literature pertaining to children and relating to the South African context. The rapidly changing global environment and pervasive media exposure of modern living begged investigation regarding the effects on the child. A qualitative approach was used in the study in gaining subjective, experiential rich data from the child’s perspective. A phenomenological research strategy was used as the researcher sought the meaning that the children attach to role models in their lived experience. Applied research characterized the research study. The researcher hoped to enhance the existing available data by adding insight in understanding the child’s subjective experiences, insight that would be of assistance to teachers, parents and helping professionals. - Unstructured one-on-one interviews were chosen as the method of data collection. Eight respondents, four boys and four girls, were selected through purposive, non-probability sampling method with the aim at eliciting relevant and rich data. The theory of social learning proposed by Bandura (1963, 1986) formed the basis of the study. This theory underscores observational learning – both direct tuition and vicarious reinforcement – as the powerful vehicle of socialization of a child. Thus, role models are agents of observational learning; modelling attitudes, values, norms, beliefs and behaviours for ensuing emulation. Self efficacy beliefs are a self evaluation of the individual’s capabilities. These beliefs fuel action since an individual will act and achieve success in accordance with this evaluation. The findings of the study highlighted the effect of significant relationships, role models, on the efficacy beliefs of the child. Peer feedback, acknowledgment and vicarious reinforcement provided by peer relationships was seen as influential in colouring the efficacy beliefs of the respondents. Teacher efficacy was seen as an important factor influencing future learning and the child’s academic success. A relationship that was seen to hold great significance was the parent-child relationship. Parent reaction to the child’s achievement – their praise, motivation and validation – was a crucial factor impacting the efficacy beliefs of the child. The researcher found a general lack of awareness of media influences. Role models are selected, observed, evaluated and integrated by the child as an active member of his/her social world. In conclusion, role models were seen as key figures in the developing efficacy beliefs of the child. Self efficacy beliefs govern the achievement and success of the child. These beliefs are a learned self evaluation. The study highlighted that not all role models have the same significance for the child, hold the same influence. Moreover, observational learning is both direct and indirect, including negative and positive models. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2008. / Social Work and Criminology / unrestricted

The study is a qualitative explanation of the emotional responses of children with learning difficulties regarding their social interaction experiences. The primary research question that guided the study is: What are the emotional responses of children with learning difficulties regarding their social interaction experiences? Two learners were selected to participate in the study. Activity sessions, observations and interviews were conducted to determine the participants’ emotional responses regarding their social interaction experiences. Theme analysis was used to analyze the data collected. Seven main themes with sub-themes pertaining to the main themes, emerged from the data. The findings of the study are understood in terms of a Vygotskian social development framework. The study revealed that the participants, identified as having learning challenges, experienced difficulties in their social interaction experiences. Their emotional responses to their social interaction experiences indicated that the participants found peer learning to be emotionally challenging. They further indicated that they were not included in the majority of their peers’ social activities in the playground setting. Both participants have developed methods of resilience to help them cope with the challenges they face in their social interaction experiences with their peers. These methods help to alleviate stress caused due to the challenges they face with social interaction but these forms of resilience do not help the participants to experience learning taking place in Vygotsky’s (1978) Zone of Proximal Development as the coping mechanisms employed by the participants remove the participants from the majority of their peers’ interactions, rather than include them. Learning in Vygotsky’s (1978) Zone of Proximal Development relies on social interaction, supported by more able peers or adults, resulting in learning taking place at a higher level than the individual would be able to achieve on their own. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

This diploma thesis deals with youth volunteering in organizations for the elderly. The theoretical part defines volunteering as well as describes its main incentives and predictors. Further, it elaborates on youth volunteering in the context of public policy. The last issue discussed is the intergenerational aspect, intergenerational gap, ageism, intergenerational learning and intergenerational volunteering and programs. The methodological part analyses how is this activity perceived by your volunteers and how they end up being involved in volunteering while using qualitative research methods. Lastly, it investigates what this activity brings into their life and their relationship towards the elderly.

Young volunteer's perception of volunteering and their experiences with peer reactions to volunteering Bc. Barbora Stolínová Abstract Peer influence is usually studied in the field of negative behavior. This thesis handles the topic of influence of peers and their reaction to prosocial behavior and volunteering as one of its manifestations. In the first part of thesis a search of research from foreign countries was performed. Focus groups and semi-structured interviews were conducted in the second empirical part of this research. The aim was to find out how volunteers perceive their volunteering within their social environment, which reaction of their peers they experience and how they deal with them. Target group for this research were young volunteers in the age from 15 to 25 from environmental non-profit organizations. Findings from the empirical analysis of the focus group and interviews can be used for work with volunteers in organizations, so there are recommendations for volunteer coordinators in the final part of the thesis. Key words Volunteering, volunteer, youth, young people, peers, peer reactions, non-profit organization

No description available.

Learning about romantic relationships can be one of the central features of adolescence. However, there are not many useful and scholarly tools for adolescents to evaluate themselves and their relationship competence. Such tools can be helpful in the premarital education process. READY is a premarital assessment questionnaire instrument that is used for such purposes but it was designed for use with adults ages 18 and over. In this study READY for Adolescents (READY-A) was developed as a revision and extension of READY with age-appropriate questions to be used with adolescents. A review of literature on adolescent romantic relationships and factors that affect the adolescent's individual competence in these relationships was completed for this study. Based on the ecosystemic developmental theory and developmental theory of interpersonal competence, characteristics found important to adolescent romantic relationships were grouped into two categories: individual characteristics of the adolescent and contextual factors of the adolescent's life. Individual characteristics included the sub-factors of relationship cognitions, emotional awareness, rejection sensitivity, personality traits, and sexual conservativism. Contextual factors were deal with the adolescent's family of origin and same sex/best friendships. An item pool previously created for a similar questionnaire (RELATE for Adolescents, Young, 2002) was reviewed, edited, and expanded to be made suitable for the purposes of READY-A. The items were reviewed by a panel of experts (all professors with extensive background in premarital research and members of the RELATE Board) in order to assess face validity and content validity and to omit items deemed inappropriate, repetitive or unnecessary. This process resulted in the creation of a 141-item questionnaire, READY-A. Additional research will need to further validate READY-A, test for reliability, and further refine the questionnaire through pilot testing with a group of adolescents. READY-A may be helpful to adolescents who are learning about what it takes to develop romantic relationship competence. The main purpose of READY-A is for educational settings; however, it could also be of use to family life educators, premarital counselors or clergy working with adolescents.