The landscape of the childhood victimization literature is shifting, with a growing number of researchers emphasizing the importance of designing studies that account for and aim to disentangle the interconnections among victimization experiences. This is a notable contrast to the bulk of the scientific inquiry to date, which has tended to examine victimization experiences in isolation from one another and has created victimization-specific models of risk. On the other hand, the multiple victimization field aims to better understand the overlap among risk factors and the co-occurrence across victimization experiences to create general or non-specific risk models for childhood victimization. From this field emerged the concept of multiple victimization (defined as exposure to more than one type of victimization within a specified time period), that has been established as the unfortunate norm among victimized children. The current dissertation was designed not only to help attain a better understanding of the phenomenon of childhood multiple victimization but also to contribute to our understanding of the frequency, co-occurrence, and risk (grounded in the ecological framework) of childhood multiple victimization. This dissertation addresses important shortcomings of the published literature, such as the scarcity of studies that account for the co-occurrence among victimization experiences, the limited victimization data on school-aged children and clinical samples, and the dearth of studies that test comprehensive risk models of multiple victimization. Caregivers of school-aged children (N = 213) in the Ottawa/Gatineau area participated in the online study, which involved the completion of a 30-minute questionnaire package that assessed their child’s victimization experiences as well as child (e.g., sex, age), family (e.g., caregiver psychosocial functioning, family functioning), and neighbourhood (e.g., safety) factors. Results provided support for the ubiquitous nature of childhood multiple victimization (in the past year and lifetime) as well as for the common co-occurrence of various victimization experiences. Specifically, while a certain overlap was found across all victimization forms, conventional crimes and peer and/or sibling victimization co-occurred most often in this school-aged sample. In addition, victimization forms that may be qualified as “severe” (sexual victimization, Internet victimization, maltreatment) tended to co-occur with many additional forms and were rarely reported on their own. Findings highlighted the important associations between victimization exposure and psychosocial difficulties (anxiety, depression, aggression, and posttraumatic stress), and weighting techniques (i.e., weighting severe victimization forms more heavily) were not found to significantly contribute to better predictability of psychosocial difficulties. Turning to the risk models, a number of correlates of childhood multiple victimization were identified, most notably family variables including family dysfunction, caregiver psychosocial functioning, and substance use problems. However, a number of correlates (particularly socio-demographic factors) were also found to vary according to the victimization experiences assessed, providing partial support for the specificity assumption whereby victimization risk models vary according to the victimization form assessed. The theoretical and applied implications of research findings for efforts aimed at addressing childhood multiple victimization were also discussed.

ABSTRACT The purpose of this paper is to demonstrate that one way New Zealand's high prevalence of child abuse can be reduced is by the government increasing the legislative and policy responses within an ecological framework, to child abuse prevention. This is because such responses would ensure a 'best practice' approach to child abuse prevention. This 'best-practice' approach is one where child abuse prevention measures are community-driven, child-centred, multi-disciplinary and inter-sectoral. Section 1 of this thesis will provide a background on the different types of child abuse, why child abuse occurs and what the consequences of child abuse are. This section will also cover some current statistics on the incidences of child abuse in New Zealand. Additionally, there is a discussion on how child abuse is increasingly being minimised within a family violence paradigm - even though family violence is only one form of child abuse. New Zealand does not have a good track record when it comes to its rates of child abuse. Section 1 is intended to give the reader a very clear picture of how children in New Zealand are not currently being protected adequately enough from child abuse. This protection should be coming from the adults in their lives, in their community and in their nation. Section 2 of this thesis outlines an ecological framework for child abuse prevention. More specifically the way in which such an ecological model is operating presently in New Zealand, at particularly an exosystem (community) and macrosystem (national) level. The second part of this section discusses factors which will ensure the 'success' of an ecological framework for child abuse prevention. By 'success' the author is referring to a framework in which the primary outcome is the prevalence of child abuse in New Zealand is reducing. Section 3 of this thesis will contain the substantive arguments of this paper. New Zealand does currently have in place legislative and policy responses to child abuse prevention. However, the author maintains these responses to date have not been sufficient because New Zealand's rates of child abuse continue to escalate. This section consists of 19 recommendations of legislative and policy responses that could be implemented at a macrosystem/national level. At the conclusion of the recommendations contained in this thesis, it becomes clear that the government does need to respond urgently to New Zealand's growing child abuse rates. New Zealand can no longer afford to have a reactive, ad-hoc approach to child abuse. Nor can the response at a macro level continue to be one of rhetoric where there is more talk on child abuse prevention than there is on activating, monitoring and funding practical solutions. It is the author's contention that if the government considered the interests and welfare of children as paramount in legislative and policy decisions that relate to children, then this will send a strong and clear signal to the adults in childrens' lives that children are not to be abused. Instead, children are to be nurtured, respected and cherished in every way.

Physical activity and healthy eating are key components of healthy living, and they reduce the risk of developing chronic diseases. Current research indicates that Canadian early years children are not active enough for healthy growth and development. Additionally their diets are high in processed foods and lack fresh and locally grown foods. Parents play a key role in establishing healthy behaviours; however caregivers also have a strong influence, as many early years children spend a large portion on their day in care centres. To date, very little is known about the factors influencing rural caregivers in the provision of healthy opportunities for early years children in their care. Purpose: The purpose of this study was to use an ecological framework to identify facilitators and barriers that rural caregivers face when providing physical activity and healthy eating opportunities in care centres. Methods: Caregivers (N = 8) in rural settings participated in one on one semi-structured interviews. Perceived facilitators and barriers reported by caregivers were categorized using the ecological model as (intrapersonal, interpersonal, institutional, community, and policy). Results: Caregivers identified facilitators and barriers. (i.e., personal health and wellness, caregiver perceptions of lack of parental knowledge, parental support and access to facilities and local foods in the community), that influenced their ability to provide physical activity and healthy eating opportunities for children in their care. Similar barriers and facilitators were clustered together to create themes within each ecological category. A total of 12 key themes emerged from the data. Conclusion: Rural caregivers identified a number of factors that facilitated and inhibited their ability to provide opportunities for engaging in health promoting behaviours. Interestingly caregivers did not identify any intrapersonal barriers. Factors in the interpersonal category were the most commonly reported. Thus behaviours of others were the often indicated as a key factor influencing caregivers in the provision of healthy opportunities. In the institutional and community categories caregivers identified a number of facilitators that supported them in the provision of healthy opportunities. Additionally, some caregivers discussed practices they used to overcome barriers and this in turn, facilitated the promotion of physical activity and healthy eating within the care centres. Research in rural areas is limited and the majority of studies focus the barriers to living in rural areas. This study contributes to the literature because it identified, not only challenges, but also benefits to living in rural areas. Furthermore, the use of an ecological framework allowed barriers and facilitators to be classified into distinct categories. This is important, as classification of specific factors can aid in designing initiatives that target facilitators and alleviate barriers. Such initiatives can then support early years caregivers in the provision of healthy opportunities for children. In turn, this will aid Canadian early years children in establishing lifelong physical activity eating and healthy eating patterns.

Physical activity and healthy eating are key components of healthy living, and they reduce the risk of developing chronic diseases. Current research indicates that Canadian early years children are not active enough for healthy growth and development. Additionally their diets are high in processed foods and lack fresh and locally grown foods. Parents play a key role in establishing healthy behaviours; however caregivers also have a strong influence, as many early years children spend a large portion on their day in care centres. To date, very little is known about the factors influencing rural caregivers in the provision of healthy opportunities for early years children in their care. Purpose: The purpose of this study was to use an ecological framework to identify facilitators and barriers that rural caregivers face when providing physical activity and healthy eating opportunities in care centres. Methods: Caregivers (N = 8) in rural settings participated in one on one semi-structured interviews. Perceived facilitators and barriers reported by caregivers were categorized using the ecological model as (intrapersonal, interpersonal, institutional, community, and policy). Results: Caregivers identified facilitators and barriers. (i.e., personal health and wellness, caregiver perceptions of lack of parental knowledge, parental support and access to facilities and local foods in the community), that influenced their ability to provide physical activity and healthy eating opportunities for children in their care. Similar barriers and facilitators were clustered together to create themes within each ecological category. A total of 12 key themes emerged from the data. Conclusion: Rural caregivers identified a number of factors that facilitated and inhibited their ability to provide opportunities for engaging in health promoting behaviours. Interestingly caregivers did not identify any intrapersonal barriers. Factors in the interpersonal category were the most commonly reported. Thus behaviours of others were the often indicated as a key factor influencing caregivers in the provision of healthy opportunities. In the institutional and community categories caregivers identified a number of facilitators that supported them in the provision of healthy opportunities. Additionally, some caregivers discussed practices they used to overcome barriers and this in turn, facilitated the promotion of physical activity and healthy eating within the care centres. Research in rural areas is limited and the majority of studies focus the barriers to living in rural areas. This study contributes to the literature because it identified, not only challenges, but also benefits to living in rural areas. Furthermore, the use of an ecological framework allowed barriers and facilitators to be classified into distinct categories. This is important, as classification of specific factors can aid in designing initiatives that target facilitators and alleviate barriers. Such initiatives can then support early years caregivers in the provision of healthy opportunities for children. In turn, this will aid Canadian early years children in establishing lifelong physical activity eating and healthy eating patterns.

The US anti-nuclear movement formed in opposition to the development of nuclear weapons and energy. Anti-nuclear activists have rallied since the late 1970’s opposed to the construction of Plant Vogtle near Waynesboro, Georgia due to the social and environmental justice issues related to the nuclear industry. In 2010, the nuclear industry proposed a nuclear resurgence in the US, proposing to construct new reactors at Plant Vogtle. This represented the first time new nuclear reactors had been proposed since the moratorium on new reactors as a result of the partial meltdown at Three Mile Island in 1979. The aim of the study is to understand the experience of “first wave” anti-nuclear activists in Georgia (those engaged for twenty years or more). Bronfenbrenner’s Ecological Framework was employed to locate anti-nuclear activists’ perceived facilitators and barriers to their activism. Semi-structured interviews with these activists yielded rich descriptions about their experience in the anti-nuclear movement. Activists endorsed facilitators and barriers related to individual characteristics however, the majority of activists perceived facilitators and barriers beyond the individual level. Specifically, the majority of activists mentioned facilitators and barriers relating to the media and political systems and the power and resource imbalances within society. The role of community psychology is discussed in relation to this field of inquiry.

Many youth exit the United States foster care system each year and face challenges related to housing, employment, health care, and education. After emancipation, foster youth can experience family instability, educational disruption, incarceration, unemployment, unstable housing, and emotional problems at a much higher rate than youth in the general population. The purpose of this qualitative case study was to examine the experiences of African American foster women and the social support they received in finding housing upon exiting foster care system. Bronfenbrenner's ecological theory provided a conceptual framework of social interrelation for the study. Data were collected from a purposeful sample of 4 African American former foster care women, a foster parent, a social worker, and a director of a support service's programs through face-to-face interviews. Data were analyzed using a 5-step approach for coding and analysis. Key findings were that the mobilization of collaborative social network support from foster parents, social workers, and government officials before foster youth enters their transitional phase were keys to successful outcomes. According to the foster care women and supporting adults' reports, more collaboration among agencies may assist youth with transitioning to independent living. Additionally, one-on-one mentorship program could address housing, education, employment, and health plans prior to emancipation. This study contributes to social change by providing information to those who provide services to foster care youth and may lead to enhanced programs and services encouraging youth to pursue their goals, and promote economic self-sufficiency.

According to several studies, there have been improvements in adolescent sexual behaviour; declining adolescent pregnancies, fewer adolescents having more than one sexual partner, and an increasing numbers of adolescents using contraceptives. Notwithstanding these improvements, there are concerns regarding adolescents’ sexual health including adolescents’ limited knowledge of sexual health issues, high rates of sexually transmitted infections and the need to eliminate barriers to adolescent sexual health services. The purpose of this study was to explore adolescents’ perceptions of the facilitators and barriers to the promotion of healthy sexuality of adolescents living in PEI. A qualitative descriptive design guided by CST and a socio-ecological framework was used to explore participants’ perceptions. Six female high school students, 16-18 years of age, participated in a face-to-face semi-structured interview followed by a second face-to-face follow up interview. Seven themes emerged from the data that was analyzed through thematic analysis: The Illusion of Accessible Resources; Risky Behaviours; Peer Pressure Alive and Well in High School; Cyberbullying; Parental Influence on Adolescent Decision Making; Inefficient and Underutilized School Health Resources; and Inefficient and Underutilized Community Health Resources. While it is evident that some promotion of healthy sexuality of adolescents is occurring in PEI, more investigation and development is needed to better support adolescents with comprehensive school services including guidance and education. The results of this study can be used to guide this future development.

Community colleges serve a crucial role in providing higher education access for U.S. English learner (EL) populations. Many ELs are placed in community college academic ESL programs in order to prepare them to transition to taking courses in the wider college. Yet, the success of academic ESL programs has been mixed at best, with these programs appearing to function as barriers to EL student success rather than as pathways to higher education. This case study examines one community college’s Academic ESL program in the northeastern United States to determine what is the intended role of the program and what role does the program actually play in the wider college and in individual student trajectories. To determine which factors impact the Academic ESL program’s role, data collection included state and institutional-level documents, interviews with college administrators, faculty, and staff, and classroom observations. My theoretical framework included a modified version of Bronfenbrenner’s Ecological model in conjunction with raciolinguistic and orientations in language planning lenses. The findings identify that the Academic ESL program did not function as intended, and that factors at each level of the program’s ecological system (exo, outer-meso, inner-meso, and micro) contributed barriers to the Academic ESL program’s success. First, policies regarding tuition, financial aid, and immigration all hindered Academic ESL program enrollment. Second, the program’s structure, curriculum, lack of coordination between levels, and the divergent viewpoints of the faculty who taught in the program all created barriers to the program serving as a pathway for ELs into the wider college. EL students who managed to transition from the Academic ESL program to other college coursework faced additional barriers in the wider college, including a language support as accommodation discourse and a Nursing program which was hesitant to admit many linguistic minority (LM) students from entering due to accreditation concerns regarding whether they could contribute to low pass rates on national exams. An underlying reason for these factors was that administrators at the state and college level did not adequately address the role of language in higher education or prioritize the needs of linguistically diverse populations. This study argues that traditional academic ESL programs are often ill-suited to serve many EL populations. In response, community colleges should not only seek to overhaul ineffective academic ESL programs, but also to create pathways for ELs of varied proficiency levels to better access already existing vocational training programs. Furthermore, community colleges serving diverse populations should create and adopt campus language plans that identify resources as well as the roles and expectations of faculty and staff in supporting student language development. Finally, this study highlights the need for decision makers and researchers to consider the complex ways in which actions at one structural level (state Department of Higher Education, administration, classroom, etc.) reverberate across levels. Creating more equitable ESL programs and support for ELs can only occur when varied factors, many of which are beyond the control of any individual college or faculty member, are fully considered and accounted for.

The use of video games for teaching children different subjects is commonly believed to be a good  approach. In  general  has  learning  theme  for  these  games  focused  on  traditionally subject, such as math or biology. Important as they can be for education, other softer aspects can also be considered important for the children and education. One such aspect is emotions and the role it has on a social level. However, it is not much research showing how to use emotions  in  a  learning  game. In  this  thesis, I  examine  how  children  perceive  and  use emotions as they play a game specially designed for teaching emotions. The game utilises emotions  in  a  new  design  that  let  the  player  interact  with  cartoon  animals  in  different scenarios. I report findings based on a sample of thirty-three (33) preschool children, and six (6) parents who took part in the study. Data was collected using a qualitative method in a two step procedure with observation of play and follow up interviews in the first step, followed by video recordings of play and demonstrations using cuddly pets in the second step. Using an ecological framework for analysis and theory from the field of emotional intelligence, I show that children playing this game can perceive emotions expressed in the game. I also show that it is possible to play this particular game without the need to involve emotions. Children do not learn emotions from playing the game. These results carries important implication for the design of learning games as it illuminates that learning can come from possible sources other than the gameplay. / Det finns en spridd uppfattning att videospel kan fungera som lärandespel för barn. Generelltsätt har denna uppfattning stöd i skolan och det finns därför även en önskan att producera spel som kan användas till att undervisa traditionella kärnämnen, exempelvis matematik eller biologi.  Dessa ämnen är betydelsefulla att bemästra, dock finns även andra mer mjuka aspekter som kan ha en avgörande betydelse för barnets lärande. En sådan aspekt gäller den viktiga betydelse som känslor har i ett socialt sammanhang. I denna uppsats undersöker jag hur barn uppfattar och använder känslor då barnen spelar ett spel som är designat enkom för detta syfte. Spelet utnyttjar en design som låter spelaren interagera med tecknade djur i skilda scenarion. Jag redovisar resultat som baseras på ett urval av trettiotre (33) förskolebarn och sex (6) föräldrar. De material som samlades in bygger på en kvalitativ datainsamlingsmetod som är uppbyggd i två steg. I steg ett samlades data in genom observationer samt uppföljande intervjuer. I steg två genomfördes sedan observationer följt av demonstrationer då barnen använde gosedjur. Jag visar, genom att applicera ett ekologiskt ramverk samt teori kring emotionell intelligens, att barnen kan uppfatta känslor som manifesteras i ett videospel. Jag visar också att spe- let kan spelas genom en slumpmässig interaktion där barnen inte behöver använda känslor för att föra spelet framåt, och jag konkluderar därför att det är möjligt att barnen inte lär sig känslor som en följd av själva spelandet.

Organisations need to learn from their current and past experiences to optimise their activities, decisions and future strategies. Non-governmental organisations are similar to public or governmental departments in that learning is crucial for their existence. One of the key factors influencing learning is the development and maintenance of a functional organisational memory. The organisational memory is a dynamic entity encompassing more than the storage facilities provided by an information technology system. It also resides in human form, acting as reservoirs and interpretation centres and feeding the organisational memory as a whole. Previous research in organisational memory focussed mostly on describing the structure of the storage systems, with the current focus on developing management information systems to enhance organisational memory storage and retrieval. Some work has been undertaken to describe the processes involved, which include accessing, storing and retrieving the memory. Other functions that need special attention are the development of data to information, and especially creating and using knowledge. The studies mostly involved existing organisational memory as it was represented at a specific time of the organisations’ development. This study looks at all the different developmental phases of a regional NGO, which include start-up, expansion in target territory, expansion in activities, consolidation and close-out. To investigate the temporal changes of organisational memory in a regional intermediary NGO, a retrospective case study methodology was used. The NGO was closing down, providing an opportunity to investigate all the stages of development. The data collection, analysis and interpretation involved various in-depth interviews with current and past staff members and other key stakeholders, such as beneficiary organisations and consultants. In addition, a complex set of documents were studied, including proposals, strategic documents, minutes of meetings, and audiovisual material. The main themes and factors, such as individuals, leadership, electronic and other management of the organisational memory, culture, including the importance of a vision and theory of change, policies and global developments are discussed using a temporal ecological framework. The key findings of this study illustrate the importance of directories as part of the metamemory in accessing seemingly dormant organisational memories. The conclusion is that organisational memory survives after the demise of the organisation and that it is accessible through directories. / Psychology / Ph. D. (Consulting Psychology)