This study describes a content analysis of six contemporary young adult fiction novels. Adolescence is a time of great change, particularly for girls. It is during this time that female adolescents develop their voice and identity. As literature reflects the reader’s world, it also affects in part how female adolescents perceive their identity. Latent content analysis was used to code eight variables to determine if select contemporary young adult fiction novels appropriately describe the development of identity among adolescent females. All of the novels included in the study provided sufficient evidence of accurate portrayal of female adolescent identity development, by having examples of at least four out of eight variables, with most having examples of seven out of eight variables.

This dissertation investigates the social nature of the gender difference in teen depression by studying its association with social integration at the institutional, group, and personal levels. Taking a developmentally appropriate approach to social integration, I focus on fit within the normative high school context, friendship group position, and involvement in romantic relationships. Based on a conceptual model derived from the strong theoretical assumptions of past literature, the starting point of this research is that the depression of girls, compared to boys, will be more reactive to social integration in positive and negative ways (social integration is conceptualized as a moderator). However, competing viewpoints are also considered to determine whether this traditional assumption masks greater reactivity for boys at these three distinct levels. The quantitative analyses utilize Waves I and II of the National Longitudinal Study of Adolescent Health (Add Health). Results indicate that boys are actually more reactive to a lack of social integration into the normative context of the school. Boys and girls' depression is equally sensitive to integration within the friendship group. Additionally, girls' depression is more reactive to aspects of romantic relationship break-ups. To better explain the gender differences in teen depression, in-depth interviews of students from an Austin Independent School District high school are analyzed to identify the social and psychological mechanisms through which the elements of social integration are associated with depression. Qualitative results support key elements of the proposed conceptual model indicating social comparison and social feedback as the main mechanisms through which social integration is associated with psychological well-being for girls and boys, respectively. / text

This study examined how group work can provide a culturally-competent, gender and agesensitive model of social work practice with girls of colour. I developed and implemented a school-based girls' group program specifically designed to outreach to girls of colour between thirteen and eighteen years of age. Results from the program demonstrated that through purposeful efforts to develop collaborative, non-hierarchical relationships, adult facilitators played a significant role in creating an environment in which girls could speak about issues that were important to them, including those related to race and culture. During the group sessions, girls learned about each other and themselves, identified similarities in their experiences as immigrants to Canada, and created a sense of group belonging. Similarity in non-dominant cultural status and gender among participants and facilitators appeared to have contributed to the group's cohesiveness and countered structural barriers to addressing race and culture. This study highlighted the value of a group model of practice to provide girls of colour with their own space to freely explore individual experiences and a vehicle for community organizing.

This study examined how group work can provide a culturally-competent, gender and agesensitive model of social work practice with girls of colour. I developed and implemented a school-based girls' group program specifically designed to outreach to girls of colour between thirteen and eighteen years of age. Results from the program demonstrated that through purposeful efforts to develop collaborative, non-hierarchical relationships, adult facilitators played a significant role in creating an environment in which girls could speak about issues that were important to them, including those related to race and culture. During the group sessions, girls learned about each other and themselves, identified similarities in their experiences as immigrants to Canada, and created a sense of group belonging. Similarity in non-dominant cultural status and gender among participants and facilitators appeared to have contributed to the group's cohesiveness and countered structural barriers to addressing race and culture. This study highlighted the value of a group model of practice to provide girls of colour with their own space to freely explore individual experiences and a vehicle for community organizing. / Arts, Faculty of / Social Work, School of / Graduate

Text in Afrikaans / Papalia, Olds en Feldman (2008:419) noem dat die woord "adolessensie" van die Latynse woord "adolescere" afkomstig is. Dit beteken "om te groei in volwassenheid". In hierdie geval word adolessensie gesien as ʼn proses eerder as ʼn spesifieke tydperk in ʼn individu se lewe. Hierdie studie fokus op die adolessent, in die besonder die vroeë adolessente dogter en haar psigo-sosiale ontwikkeling. Spesifieke navorsing word gedoen oor die verhoudingsprobleme wat by die vroeë adolessente dogter gedurende die psigo-sosiale stadium van vroeë adolessensie voorkom, en die moontlikheid van groepsterapie as terapeutiese intervensie. Die benutting van groepsterapie, in die konteks van vroeë adolessente dogters met portuurgroep-verhoudingsprobleme, het die navorser geïnteresseer, weens haar ondervinding met kinders en spesifiek vroeë adolessente dogters met verhoudingsprobleme. Dogters is meer betrokke by hul verhoudings, hulle is meer uitgesproke in terme van hul emosies en benodig emosionele ondersteuning van hul portuurgroep, meer dikwels as wat seuns doen (Papalia et al. 2008:398). Sue, Sue en Sue (2006:579) skryf die toename in groepsterapie toe aan die feit dat baie sielkundige probleme interpersoonlik en intrapersoonlik van aard is. Verhoudingsprobleme binne groepe word dikwels die beste hanteer binne ʼn groep. / Papalia et al. (2008:419) state that the word "adolescence" comes from the Latin word "adolescere". It means "to grow in maturity". In this case, adolescence is seen as a process rather than as a specific time period in an individual's life. This study focuses on the adolescent, and in particular the early adolescent girl and her psychosocial development. Specific research is done on the relationship problems that occur during the development of the psychosocial stage of early adolescent girls and possible therapeutic interventions with the problem. The utilisation of group therapy, in the context of early adolescent girls and peer-relationship problems, interests the researcher, because of her experience with children and specifically early adolescent girls who are prone to peer-relationship problems. Girls are more concerned with their relationships; they are more outspoken in terms of their emotions and seek emotional support from their peers more often than boys do (Papalia et al.2008:398). Sue et al.(2006:579) attributes the increase in group therapy to the fact that many psychological problems are interpersonal and intrapersonal in nature. Relationship problems in groups are often best handled within the group. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / Papalia, Olds en Feldman (2008:419) noem dat die woord "adolessensie" van die Latynse woord "adolescere" afkomstig is. Dit beteken "om te groei in volwassenheid". In hierdie geval word adolessensie gesien as ʼn proses eerder as ʼn spesifieke tydperk in ʼn individu se lewe. Hierdie studie fokus op die adolessent, in die besonder die vroeë adolessente dogter en haar psigo-sosiale ontwikkeling. Spesifieke navorsing word gedoen oor die verhoudingsprobleme wat by die vroeë adolessente dogter gedurende die psigo-sosiale stadium van vroeë adolessensie voorkom, en die moontlikheid van groepsterapie as terapeutiese intervensie. Die benutting van groepsterapie, in die konteks van vroeë adolessente dogters met portuurgroep-verhoudingsprobleme, het die navorser geïnteresseer, weens haar ondervinding met kinders en spesifiek vroeë adolessente dogters met verhoudingsprobleme. Dogters is meer betrokke by hul verhoudings, hulle is meer uitgesproke in terme van hul emosies en benodig emosionele ondersteuning van hul portuurgroep, meer dikwels as wat seuns doen (Papalia et al. 2008:398). Sue, Sue en Sue (2006:579) skryf die toename in groepsterapie toe aan die feit dat baie sielkundige probleme interpersoonlik en intrapersoonlik van aard is. Verhoudingsprobleme binne groepe word dikwels die beste hanteer binne ʼn groep. / Papalia et al. (2008:419) state that the word "adolescence" comes from the Latin word "adolescere". It means "to grow in maturity". In this case, adolescence is seen as a process rather than as a specific time period in an individual's life. This study focuses on the adolescent, and in particular the early adolescent girl and her psychosocial development. Specific research is done on the relationship problems that occur during the development of the psychosocial stage of early adolescent girls and possible therapeutic interventions with the problem. The utilisation of group therapy, in the context of early adolescent girls and peer-relationship problems, interests the researcher, because of her experience with children and specifically early adolescent girls who are prone to peer-relationship problems. Girls are more concerned with their relationships; they are more outspoken in terms of their emotions and seek emotional support from their peers more often than boys do (Papalia et al.2008:398). Sue et al.(2006:579) attributes the increase in group therapy to the fact that many psychological problems are interpersonal and intrapersonal in nature. Relationship problems in groups are often best handled within the group. / Psychology of Education / M. Ed. (Voorligting)

Young women’s sexual attitudes, experiences, and sense of self develop within multiple social contexts, including the schools in which they spend so much of their time, their romantic and sexual relationships, and a larger normative climate of expectations and beliefs about sexuality. Girls may struggle to develop a healthy view of their sexuality in the face of prevailing sexual beliefs that in many ways deny girls’ sexual desire and define female sexuality as passive and vulnerable. Despite these negative messages, however, many girls do develop positive attitudes about their sexuality, feeling entitled to sexual pleasure and safety. This study explores how young women develop this sense of sexual agency during adolescence and the transition to adulthood. Using longitudinal data from the National Longitudinal Study of Adolescent Health, I place adolescent sexual development in a social context, by considering the role of schools and early sexual relationships in young women’s developing sexual agency. Additionally, I consider the consequences of girls’ sexual attitudes and first sexual experiences not only for their sexual health but for their later sexual relationships as well. Finally, I consider how young women’s experience of sexual agency may be connected to another manifestation of gender inequality in relationships - housework. Findings suggest that girls’ attitudes toward sex and contraception are related to their sexual relationships in adulthood: girls who see sex as having negative consequences - either for their social relationships, their sense of self, or their future - are less likely to experience sexual agency in their adult relationships. Results also suggest that schools may play contradictory roles in girls’ sexual empowerment, as girls who do well in school were more confident about their ability to use contraception but were also more likely to associate sex with guilt and shame. Additionally, schools provide a peer context for the development of sexual attitudes. Finally, results suggest that explanations for gender inequality in housework are less relevant for sexual behavior, though women and men who are committed to equality in their relationships are likely to be more egalitarian in both housework and sex. / text

D.Litt. et Phil. / Although PMS has been described almost since the beginning of the written history of medicine, it is still not completely understood. There are many theories about its causation and treatment, and a proliferation of symptoms are ascribed to it. The prevalence of PMS in relation to the total population is still unknown, because premenstrual symptoms or a combination of these range from almost 25% to 100% amongst women. Furthermore, different criteria for the assessment of the prevalence of PMS are used by different researchers. Researchers are in agreement, however, that no single definition for PMS exists. Some women experience mainly psychological symptoms, while others present predominantly physical symptoms. Very little is known of the prognosis of the natural history of PMS. The precise causes of menstrually-related distress is not known, although much has been written about the role that nutrition plays in PMS. A direct relationship has not been identified between individual levels of, and changes in, oestrogen and progesterone alone, and the reported psychological, behavioural and physical changes associated with the cycle. Certain observable behaviours are associated with the premenstrual phase of the cycle, such as aggressive and illness behaviour. An important aspect is the link between premenstrual changes and psychopathology, especially mood disorders. Many researchers report a positive association between premenstrual changes and mood disorders, especially depressive disorders. Women suffering from depressive disorders are reported to frequently experience a premenstrual exacerbation of symptoms and a deterioration in functioning. Most studies have found that women report both psychological and somatic symptoms. The psychological symptoms are, owever, more commonly reported and have also been found to be more distressing for women. In respect of aetiological theories, the literature shows a major subdivision between the biological causes and the psychological basis. Potential causes, according to a biological approach include abnormalities in gonadal steroids, excessive fluid retention, hypoglycemia, abnormalities in prostaglandin metabolism, allergy to endogenous hormones and endogenous opiate withdrawal. Research results in each of these areas are conflicting and conclusions reached are speculative. Most psychological aetiologies originate from the psychoanalytical school and include a rejection or resentment of the feminine role, as well as a repressed wish for a child. At present, the psychoanalytical theories have not been supported by controlled studies and, therefore, still remain speculative. The uncertainty of the causes of PMS is reflected in the numerous treatments proposed in the literature. A review of the literature shows that treatment for PMS is generally given indiscriminately for a divergent group of symptoms, without regard for the fact that growing evidence suggests that the Syndrome is made up of a variety of distinct, but related, symptoms. A girl's first menstruation is a developmental milestone with psychological and physiological concomitants. Adolescents of both sexes tend to view menstruation negatively. Many adolescents associate menstruation with dysmenorrhea. Studies have shown that up to 91% of girls report dysmenorrhea, and it is also the leading cause of recurrent short-term school absenteeism among adolescent girls. Dysmenorrhea cannot be ignored, as it leads to a loss in self-esteem, with all the accompanying problems. If an adolescent does not get help with her PMS symptoms, she may be negatively affected. The purpose of the present study was to cross-culturally investigate the psychological concomitants of the premenstrual symptomatology in adolescent girls. Four hypotheses were tested: In an analysis of symptoms associated with PMS, a single factor reflecting will emerge to account for a significant percentage of the variance observed; Dysmenorrhic adolescents will experience a greater number of negative premenstrual symptoms than non-dysmenorrhic adolescents; Adolescents experiencing a number of negative premenstrual symptoms will report lower self-esteem; Adolescents of different cultural groups will report PMS symptoms that are IV commensurate with their culturally-based health beliefs. In order to test these hypotheses, one hundred and twenty five adolescent girls of all race groups, between 13 and 18 years of age, who were not taking any contraceptive, participated in the study. The Premenstrual Assessment Form (PAF) and the Index of Self-Esteem (ISE) were used. Physical and emotional discomfort emerged as two clear interpretable factors. It would appear that for this sample, PMS is not a unitary phenomenon, but consists of dual factors which are depended on cultural expectations. By observing dysmenorrhic and nondysmenorrhic adolescent girls, it was found that dysmenorrhic girls manifested a significantly higher degree of low mood and loss of pleasure, "endogenous" depressive features, lability, "atypical" depressive features, hysteroid features, hostility and anger, social withdrawal, anxiety, impulsivity, organic mental features, general physical discomfort, water retention, autonomic physical changes, fatigue, impaired social functioning, impaired miscellaneous mood and behaviour changes and miscellaneous physical changes than non-dysmenorrhic girls. Non-dysmenorrhic girls showed a significantly higher degree of well-being when compared with dysmenorrhic girls. Thus, the present study supported the findings of previous research which suggested that dysmenorrhic girls will experience more negative premenstrual symptoms than nondysmenorrhic girls. In respect of self-esteem, girls reporting a number of negative premenstrual symptoms were found to have a lower self-esteem than those reporting fewer negative premenstrual symptoms. In respect of culture, it was found that culture seemed to play a role in the girls' perceived experiences of PMS. The present study indicates that adolescent girls do experience many negative symptoms and, if these are not adequately dealt with, they may adversely affect them in adulthood.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished