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The purpose of this thesis is to explore how love relationship affects the identity and attitude towards school of study motivated girls in 17-18 years of age with the subsidiary purpose to get anidea of how the gender order is maintained in the relationship. The study is based on theories of gender theory and identity theory, which concerns gender as aresult of actions and how the gender order is maintained. The identity theory is based as a choice toconvey different roles. The study is founded on qualitative research interviews with six different girls, where the focus wasto learn about their own experiences of how the love relationship affects them. The results were interpreted through a hermeneutic analysis.The results show that the love relationship affect informants' identity on self-perception, what roles they convey and the attitude towards school. It turned out that the informants' attitude towards school was dependent on their boyfriend´s attitude towards school. The results also show that girls are highly involved in the process of maintaining the gender order in which they choose to manage their time according to their boyfriend's time, and has the role of the engaging and emotional in the relationship.

Djur har historiskt haft en central roll i människans utveckling och behandling av ohälsa, och djurs hälso- och terapifrämjande egenskaper har de senaste decennierna börjat uppmärksammas. Med syfte att utröna hur hästar kan användas i terapeutiskt arbete intervjuades sex yrkesverksamma kvinnor på två behandlingshem med hästassisterad terapi (HAT) för tonårsflickor med psykosocial problematik. Därtill enkätintervjuades fyra kvinnor som genomgått HAT. Det framkom att hästar kan utgöra terapeutiska och kommunikativa verktyg som kringgår klientens försvarsmekanismer, reducerar det hotfulla i samtals-situationer samt underlättar koncentration och anknytning. Klienten upplever ett ömsesidigt förhållande med hästen, och meningsfullhet och kärlek. Det dis-kuteras att HAT effektivt kan komplettera redan etablerade behandlingsformer, samt att bredare acceptans av djurassisterade behandlingsmetoder tycks närmas genom ökad öppenhet och kunskap.

Recent criminological scholarship characterizes media attention to aggressive girls, or “mean girls,” as a moral panic, which is correlated with the creation of increasingly punitive antibullying policies in North America. Content analysis was used to uncover how news attention to youth aggression around the time of Reena Virk’s murder contributed to this moral panic in Toronto newspapers. Results indicate that Virk’s murder helped change the frequency and nature of news coverage of girls’ bullying. Reporting on girls’ bullying significantly increased and the dominant news frame falsely presented girls’ bullying as a major and rising problem in schools. The news coverage coincided with the development of more punitive Canadian youth policies. Recommendations for future research, theoretical development, and media practice are provided. / UOIT

Many children and their families who seek assistance for childhood behaviour disorders experience comorbid disorders, namely the presence of two or more disorders. Although comorbid disorders are recognized as a frequent clinical complication, minimal direction exists within the literature about the risk factors for comorbid conditions and how best to provide intervention services. In this study an ecological framework was used to compare the individual, family, and community environmental contexts of young girls who presented at intake at a children’s mental health centre with comorbid externalizing and internalizing disorders, and girls who presented at intake with externalizing disorders only. The treatment response to a cognitive-behavioural intervention for externalizing behaviour disorders was examined, by comparing externalizing scores over time between girls with comorbid externalizing and internalizing disorders and girls with externalizing disorders only. Additionally, internalizing scores over time for girls with comorbid disorders were examined. Results indicated that a history of abuse and a cluster of individual characteristics placed girls at higher risk to present with comorbid conditions. The results also indicated that girls with comorbid disorders experienced a reduction of both externalizing and internalizing symptoms. Only 1 in 7.4 girls, however, scored below the clinical range for both externalizing and internalizing disorders at the end of the treatment phase, in comparison to 1 in 5 girls scoring below the clinical range for externalizing disorders in the noncomorbid group.

Many children and their families who seek assistance for childhood behaviour disorders experience comorbid disorders, namely the presence of two or more disorders. Although comorbid disorders are recognized as a frequent clinical complication, minimal direction exists within the literature about the risk factors for comorbid conditions and how best to provide intervention services. In this study an ecological framework was used to compare the individual, family, and community environmental contexts of young girls who presented at intake at a children’s mental health centre with comorbid externalizing and internalizing disorders, and girls who presented at intake with externalizing disorders only. The treatment response to a cognitive-behavioural intervention for externalizing behaviour disorders was examined, by comparing externalizing scores over time between girls with comorbid externalizing and internalizing disorders and girls with externalizing disorders only. Additionally, internalizing scores over time for girls with comorbid disorders were examined. Results indicated that a history of abuse and a cluster of individual characteristics placed girls at higher risk to present with comorbid conditions. The results also indicated that girls with comorbid disorders experienced a reduction of both externalizing and internalizing symptoms. Only 1 in 7.4 girls, however, scored below the clinical range for both externalizing and internalizing disorders at the end of the treatment phase, in comparison to 1 in 5 girls scoring below the clinical range for externalizing disorders in the noncomorbid group.

In the mid-1990s, two discourses of girlhood emerged in both the popular and academic spheres. Consolidated as the girl power discourse and girls in crisis discourse, the tension between these two intertwined discourses created a space for new narratives of female adolescence in the decade between 1995 and 2005. As sites of cultural construction and representation, teen films reveal the narratives of girlhood. The films under consideration serve as useful exemplars for an examination of how such discourses become mainstreamed, pervading society’s image of female adolescence.

The study investigated 17 suicidal girls attending Equine Assisted Psychotherapy (EAP) sessions as a complementary therapy. In particular, the study focused on three main issues. First, whether the patients’ happiness, warm emotions, awareness, relaxation, control, loquacity, and coordination improved over time. Second, whether riders and novices benefited equally from the therapy. Lastly, whether and how horse responsiveness and patient’s motivation affected the outcome. Individual Growth Curves analysis was used to answer these questions. The results showed a significant improvement in awareness and coordination, and a small change in warm emotion and relaxation over time. Moreover, previous riding experience was related to higher scores in warm emotions, awareness, control, and coordination. However, this effect faded over time as the clients became more familiar with EAP. Finally, the patient’s attitude, reflected in the horse’s responses, influenced positively the overall outcome. In conclusion, beginners might need more time in order to feel comfortable with the EAP environment. Thus, it is crucial to set appropriate goals. Additionally, patient’s motivation is an important factor for the success of the therapy, as it will be reflected in the horse’s responsiveness, and will eventually lead to greater improvements. Overall, the results suggested that patients’ experiences with horse riding, horse responsiveness, and motivation are important elements of EAP that are related to improvements in suicidal girls over time.

The study investigated 17 suicidal girls attending Equine Assisted Psychotherapy (EAP) sessions as a complementary therapy. In particular, the study focused on three main issues. First, whether the patients’ happiness, warm emotions, awareness, relaxation, control, loquacity, and coordination improved over time. Second, whether riders and novices benefited equally from the therapy. Lastly, whether and how horse responsiveness and patient’s motivation affected the outcome. Individual Growth Curves analysis was used to answer these questions. The results showed a significant improvement in awareness and coordination, and a small change in warm emotion and relaxation over time. Moreover, previous riding experience was related to higher scores in warm emotions, awareness, control, and coordination. However, this effect faded over time as the clients became more familiar with EAP. Finally, the patient’s attitude, reflected in the horse’s responses, influenced positively the overall outcome. In conclusion, beginners might need more time in order to feel comfortable with the EAP environment. Thus, it is crucial to set appropriate goals. Additionally, patient’s motivation is an important factor for the success of the therapy, as it will be reflected in the horse’s responsiveness, and will eventually lead to greater improvements. Overall, the results suggested that patients’ experiences with horse riding, horse responsiveness, and motivation are important elements of EAP that are related to improvements in suicidal girls over time.

Title: Facebook girls, a qualitative study of social medias and Facebooks impact on young girlsNumber of pages: 32Author: Mirja LarssonTutor: Amelie HössjerCourse: Media and Communication studies CPeriod: Autumn 2010University: Division of Media and Communication, Department of Information and Media,Uppsala UniversityPurpose/aim: To discover any possible difference between young girls and older girls in their wayof using Facebook.Material/method: Personal interviews, literature, electronic sources, Internet sources.Main results: The younger girls are not as aware as the older girls of their exposure on Facebookand the possible down-sides of their frequent Facebook-usage. Young girls in general use Facebookas a source to form their identity.Keywords: Facebook, identity, young girls, Cooley, Elza Dunkels, Altman and Taylor