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Alcohol use and abuse among female high school learners : a qualitative approach.Hlomani, Thokozani J. January 2013 (has links)
The increasing levels and more frequent use of alcohol among females especially those in
younger age groups has been noted with concern worldwide. However qualitative data on this
problem is limited. This study therefore aimed to explore qualitatively factors contributing to
female adolescents' alcohol use and abuse, their knowledge regarding risks associated with
alcohol use and abuse and to understand the contextual and environmental factors that render
female adolescents vulnerable to engage in drinking behaviours. This study was guided by
the Prototype / Willingness model. The data was collected using two (2) focus groups and five
(5) individual semi-structured interviews with Grade 9 female high school learners. Data
analysis was done using thematic analysis. The findings of the study indicated that there are
various individual, social as well as contextual factors contributing to alcohol use among
female learners. These factors include age onset, low self-esteem, influence of significant
others e.g. parents, peers, celebrities, media alcohol adverts especially through Television,
easy availability and accessibility of alcohol as well as lack of law enforcement on selling of
alcohol to minors. Protective factors emerged from the findings and these include parental
monitoring, high self-esteem and good mother-daughter attachment. The study also indicated
various positive perceptions why female adolescents use alcohol. These included perceiving
alcohol use as fun, “cool” and glamorous, as a coping mechanism as well as a symbol of
adult status and being “Western”. Although female adolescents have knowledge of most of
the health and social consequences of alcohol most of them believe that they cannot be
affected and they still continue to plan to use alcohol.
Several recommendations are also presented. These could assist female learners, parents (and
other caregivers), community members, policy makers, researchers, program developers
especially those interested in adolescent health as well as other stakeholders e.g. South
African Police Services (SAPS) and Department of Education etc. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2013.
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The experience of self-destructive behavior in First Nations adolescent girlsDavis, Sarah 05 1900 (has links)
This study is an attempt to better understand the experience of self-destructive behaviour in
First Nations adolescent girls by telling their stories, discussing factors that may contribute to the
behaviours, and providing counselling insight. Not every Native girl experiences self-destructive
behaviour, however those that do require more effective solutions to their problems. There is
ample literature regarding non-Native girls and their experiences with self-destructive behaviour.
This is not the case with Native girls, and this study is an attempt to fill the literature gap, and at
the same time provide insight into counselling practice.
Many factors may contribute to the experience of self-destructive behaviour in First Nations
adolescent girls (e.g., gender, developmental stages, parenting, cultural norms and values, and
discrimination). The combination of these issues compounds each other and creates the context
for the experience of self-destructive behaviour specific to Native girls. This reality puts them at
risk for truancy, juvenile delinquency, teen pregnancy, drug and alcohol abuse, depression,
anxiety, eating disorders, self-harming, and ultimately suicide.
In order to understand the circumstances or events that lead to a young Native woman's
experience with self-destructive behaviour I interviewed three women using in-depth, semi
structured interviews. When answering the open-ended questions I asked, the interviewees
revealed a story with a beginning, middle, and end. This story reflected the different stages in
their lives, childhood, adolescence, and eventually young adulthood. Analysis of the interviews
through theme identification revealed common threads through each woman's life. Although
each woman had unique experiences, their stories revealed many commonalties. These common
themes reflect factors that counsellors should consider when counselling First Nations girls who
are experiencing self-destructive behaviour.
The results of the study suggest that counsellors should not isolate factors that lead to self-destructive
behaviour. For example, First Nations girls experience not just racism or neglectful
parenting — they experience both of the factors. The contributing factors begin early in life and
compound one another as the girl's life progresses.
Hopefully, this study contributes to the betterment of individual Native girls, also to the
betterment of the families' and communities' health.
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Breast cancer experience : mothers, adolescent daughters and the mother-daughter relationshipMcTaggart, Deborah L. 11 1900 (has links)
This interpretive descriptive study explored the meaning and lived experience of
breast cancer for 5 mothers and their 5 adolescent daughters, and for these mother-daughter
relationships. Mothers had been diagnosed with breast cancer between 2 and 6
years ago, and their daughters were between 11 and 13 years old at the time of the
diagnosis. A series of six in-depth interviews with mothers and daughters, conducted both
jointly and separately, afforded a view of aspects of experience that were shared and
privately held. Interview data were supplemented with participants' drawings of their
experience, and the researcher's observations.
The interpretive descriptive framework employed was augmented with the lens of
portraiture in the conduct of study, data analysis, and composition of the product of
inquiry. Portraiture utilizes five essential features: voice, relationship, context, emergent
themes, and aesthetic whole. Individual and relational experience and meaning were
described in four themes: (a) Inhabiting Another Landscape, (b) Intending and Acting, (c)
Acquiring Wisdom, and (d) Enduring Mother-Daughter Relationships.
The theme of Inhabiting Another Landscape described a trajectory of experience
and meaning that began with diagnosis, persisted through prolonged effects of treatment,
and continued in the present and into imagined futures. Mothers and daughters had
privately held concerns about the mothers' breast cancer and the possibility that breast
cancer might one day visit daughters as well. The most prominent reminder of
vulnerability was recurrence among friends in the social networks of breast cancer.
The theme of Intending and Acting described the mutual caring and
protectiveness of these mothers and daughters. Mothers and daughters described actions
and strategies to minimize the threat of breast cancer for themselves and for the other
person. Actions included attempts by both persons to create and maintain a sense of
normalcy. Conversations between mothers and daughters on the experience of breast
cancer were limited, in particular around prognosis and the possibility of death.
The theme of Acquiring Wisdom described personal growth and change after the
diagnosis of breast cancer. For both persons, realizations of mortality brought a new
perspective on what was important in life. Mothers passed on the wisdom gained from
their experience either directly in what was said to daughters or indirectly in the attitudes
and behaviours they modelled.
The theme of Enduring Mother-Daughter Relationships described the quality of
mother-daughter relationships and the import of breast cancer for these relationships.
Mothers and daughters described their relationships as close. Daughters described their
relationships as closer than most, in part because of their experience with breast cancer.
Parenting and being parented was in some cases complicated by breast cancer. Friction
between mothers and daughters was described as par for the course during the teen years,
but one source of friction was the unexpected and prolonged effects of treatment.
The findings in this study indicate the value in attending to the voices of teenage
daughters, which remain largely absent in the literature. Mothers and daughters have
needs for information and support that are not being met. The emotional landscape of
breast cancer, which entails prolonged uncertainty for both mothers and daughters,
deserves further study. Personal growth described by both mothers and daughters
provides an alternative view of the largely problem-focused perspective in the literature
of the meaning and experience of breast cancer.
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Types of aggression used by girls with and without attention-deficit/hyperactivity disorderOhan, Jeneva Lee 11 1900 (has links)
This thesis was designed to investigate differences in aggression between girls with and
without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls
without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment
methodology was used to investigate these differences, employing mothers' reports,
teachers' reports, and a laboratory aggression analogue task (a computer game involving
simulated girls in other rooms). The results indicated that mothers and teachers saw girls with
ADHD as having much higher levels of all types of aggression assessed, including overt,
relational, proactive, and reactive aggression, than girls in the control group. On the lab task,
girls with ADHD used a strategy that involved more threatening and bragging comments, and
social exclusions of their co-players. Expected differences on some of the lab task measures did
not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with
ADHD were significantly less prosocial than girls in the control group. Where significant group
differences had been found, follow-up tests generally indicated that girls with ADHD and
comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control
group, with girls with ADHD but not ODD falling in between. In sum, these results indicate
substantial cause for concern for the concurrent and future psychosocial well-being of girls with
ADHD.
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The relationship of perceived sport competence, body attractiveness, physical self worth and social physique anxiety to girls' physical activity participation /Grisé, Suzanne M. January 1997 (has links)
Girls' participation in physical education, sport and other physical activity was examined relative to their levels of Perceived Sport Competence, Body Attractiveness, Physical Self Worth and Social Physique Anxiety. Two hundred and thirteen grade 11 girls from two co-educational and two single sex Toronto high schools completed questionnaires designed to assess physical activity participation and these psychological attributes. T-tests verified that there were no differences on the psychological measures between the two types of schools. On the basis of the girls' responses, they were divided into non, low, medium and high participant groups. The relationships between physical activity participation and the selected psychological measures were analyzed by Pearson correlations. Analysis of Variance's (participant groups x psychological construct) determined where differences existed among participant groups. The results revealed that high level participants had greater Perceived Sport Competence, Body Attractiveness, Physical Self Worth levels than the participants at the lower levels. Social Physique Anxiety was unrelated to physical activity participation. Perceived Sport Competence was the best predictor of participation.
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The lived experience of pregnancy for the adolescent : Heideggerian hermeneutical analysisMeek, Mary Elaine January 1994 (has links)
American adolescents are no more sexually active than adolescents in other Western nations. Each year more than one million American teenagers become pregnant, which gives the United States the dubious distinction of leading the industrialized world in the highest rates of teenage pregnancy. With the number of adolescent pregnancies increasing yearly, the cost of healthcare has become a major concern for healthcare providers. Because the teen's viewpoint is different from that of an adult, this research study focused upon the issue of teen pregnancy through the eyes of the pregnant adolescent.Heideggerian phenomenology was used as the research methodology to acquire information regarding the lived experience of pregnancy for the single adolescent, with Heideggerdian hermeneutics used in the interpretation of interviews. A purposive sample of five single primipara adolescents living in a teen home, in a large metropolitan area of a Midwestern state was utilized. Each interview was given a number in order to protect the confidentially of the participant. Interviews were audio taped and were transcribed by the researcher. The audio tapes were destroyed at the end of the study. The data obtained were studied by the researcher and others familiar with Heideggerian hermeneutics. The data were analyzed according to the seven step method described by Diekelmann, Allen and Tanner (1989). The findings identified an overall constitutive pattern along with four common themes.The overall constitutive pattern which emerged was "Pregnancy as a diverse human experience." Along with the constitutive pattern identified were four other common themes: (a) Body image changes as being within oneself; (b) Being marked as a pregnant teenager; (c) Pregnancy as loss; and (d) Pregnancy as connectedness. Both the constitutive pattern and the common themes were validated by the adolescent interviewed. The conclusions of this study showed that teens were aware of the methods of contraception and pregnancy but were unaware of the impact pregnancy would have on the teen's being in the world. / School of Nursing
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Adolescent girls' experience of parental divorceRideout, Betty A. January 1989 (has links)
This study was designed to examine adolescent girls experience of their parents' divorce. A review of the literature on this subject indicated that little research had been conducted on the adolescents' experience of parental divorce. The literature also indicated that the painful event of divorce can precipitate a number of emotional, behavioural, and cognitive changes in children.
This study utilized a phenomenological methodology. Specifically, the study sought to explore the participants' experience of parental divorce and interpret the results in conjunction with relevant theory.
Eight girls from age sixteen to nineteen participated in the study. These girls came from a home where a divorce had occurred within a nine year range, but had occurred at least one year since the time of the interviews. The participants were interviewed twice. The interviews were analyzed using the data analysis process described by Giorgi (1975). This analysis revealed twelve topic areas which were descriptive of the participants' experience of divorce. These topics were then organized around four main content areas, or processes. These processes were the experience of the divorce, the process of adapting to environmental changes, the learning and growing process, and the process of restructuring meaning and moving toward resolution.
The results were interpreted utilizing the literature on children from divorced homes, attribution theory, and just world theory. The present study shared many similarities with the literature on divorce, but differed in the degree of depression and maladjustment seen among the participants. The participants in this study, generally, were seen to highly-functioning, healthy individuals. The study also showed how the participants need for control in their lives was related to the theories posed by attribution theory and just world theory. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Types of aggression used by girls with and without attention-deficit/hyperactivity disorderOhan, Jeneva Lee 11 1900 (has links)
This thesis was designed to investigate differences in aggression between girls with and
without attention-deficit/hyperactivity disorder (ADHD). Forty girls with ADHD and 43 girls
without ADHD aged 9- to 12- years and their mothers and teachers participated. A multiassessment
methodology was used to investigate these differences, employing mothers' reports,
teachers' reports, and a laboratory aggression analogue task (a computer game involving
simulated girls in other rooms). The results indicated that mothers and teachers saw girls with
ADHD as having much higher levels of all types of aggression assessed, including overt,
relational, proactive, and reactive aggression, than girls in the control group. On the lab task,
girls with ADHD used a strategy that involved more threatening and bragging comments, and
social exclusions of their co-players. Expected differences on some of the lab task measures did
not emerge. Also, according to mothers, teachers, and the results from the lab task, girls with
ADHD were significantly less prosocial than girls in the control group. Where significant group
differences had been found, follow-up tests generally indicated that girls with ADHD and
comorbid oppositional-defiant disorder (ODD) were more aggressive than girls in the control
group, with girls with ADHD but not ODD falling in between. In sum, these results indicate
substantial cause for concern for the concurrent and future psychosocial well-being of girls with
ADHD. / Arts, Faculty of / Psychology, Department of / Graduate
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The experience of self-destructive behavior in First Nations adolescent girlsDavis, Sarah 05 1900 (has links)
This study is an attempt to better understand the experience of self-destructive behaviour in
First Nations adolescent girls by telling their stories, discussing factors that may contribute to the
behaviours, and providing counselling insight. Not every Native girl experiences self-destructive
behaviour, however those that do require more effective solutions to their problems. There is
ample literature regarding non-Native girls and their experiences with self-destructive behaviour.
This is not the case with Native girls, and this study is an attempt to fill the literature gap, and at
the same time provide insight into counselling practice.
Many factors may contribute to the experience of self-destructive behaviour in First Nations
adolescent girls (e.g., gender, developmental stages, parenting, cultural norms and values, and
discrimination). The combination of these issues compounds each other and creates the context
for the experience of self-destructive behaviour specific to Native girls. This reality puts them at
risk for truancy, juvenile delinquency, teen pregnancy, drug and alcohol abuse, depression,
anxiety, eating disorders, self-harming, and ultimately suicide.
In order to understand the circumstances or events that lead to a young Native woman's
experience with self-destructive behaviour I interviewed three women using in-depth, semi
structured interviews. When answering the open-ended questions I asked, the interviewees
revealed a story with a beginning, middle, and end. This story reflected the different stages in
their lives, childhood, adolescence, and eventually young adulthood. Analysis of the interviews
through theme identification revealed common threads through each woman's life. Although
each woman had unique experiences, their stories revealed many commonalties. These common
themes reflect factors that counsellors should consider when counselling First Nations girls who
are experiencing self-destructive behaviour.
The results of the study suggest that counsellors should not isolate factors that lead to self-destructive
behaviour. For example, First Nations girls experience not just racism or neglectful
parenting — they experience both of the factors. The contributing factors begin early in life and
compound one another as the girl's life progresses.
Hopefully, this study contributes to the betterment of individual Native girls, also to the
betterment of the families' and communities' health. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Breast cancer experience : mothers, adolescent daughters and the mother-daughter relationshipMcTaggart, Deborah L. 11 1900 (has links)
This interpretive descriptive study explored the meaning and lived experience of
breast cancer for 5 mothers and their 5 adolescent daughters, and for these mother-daughter
relationships. Mothers had been diagnosed with breast cancer between 2 and 6
years ago, and their daughters were between 11 and 13 years old at the time of the
diagnosis. A series of six in-depth interviews with mothers and daughters, conducted both
jointly and separately, afforded a view of aspects of experience that were shared and
privately held. Interview data were supplemented with participants' drawings of their
experience, and the researcher's observations.
The interpretive descriptive framework employed was augmented with the lens of
portraiture in the conduct of study, data analysis, and composition of the product of
inquiry. Portraiture utilizes five essential features: voice, relationship, context, emergent
themes, and aesthetic whole. Individual and relational experience and meaning were
described in four themes: (a) Inhabiting Another Landscape, (b) Intending and Acting, (c)
Acquiring Wisdom, and (d) Enduring Mother-Daughter Relationships.
The theme of Inhabiting Another Landscape described a trajectory of experience
and meaning that began with diagnosis, persisted through prolonged effects of treatment,
and continued in the present and into imagined futures. Mothers and daughters had
privately held concerns about the mothers' breast cancer and the possibility that breast
cancer might one day visit daughters as well. The most prominent reminder of
vulnerability was recurrence among friends in the social networks of breast cancer.
The theme of Intending and Acting described the mutual caring and
protectiveness of these mothers and daughters. Mothers and daughters described actions
and strategies to minimize the threat of breast cancer for themselves and for the other
person. Actions included attempts by both persons to create and maintain a sense of
normalcy. Conversations between mothers and daughters on the experience of breast
cancer were limited, in particular around prognosis and the possibility of death.
The theme of Acquiring Wisdom described personal growth and change after the
diagnosis of breast cancer. For both persons, realizations of mortality brought a new
perspective on what was important in life. Mothers passed on the wisdom gained from
their experience either directly in what was said to daughters or indirectly in the attitudes
and behaviours they modelled.
The theme of Enduring Mother-Daughter Relationships described the quality of
mother-daughter relationships and the import of breast cancer for these relationships.
Mothers and daughters described their relationships as close. Daughters described their
relationships as closer than most, in part because of their experience with breast cancer.
Parenting and being parented was in some cases complicated by breast cancer. Friction
between mothers and daughters was described as par for the course during the teen years,
but one source of friction was the unexpected and prolonged effects of treatment.
The findings in this study indicate the value in attending to the voices of teenage
daughters, which remain largely absent in the literature. Mothers and daughters have
needs for information and support that are not being met. The emotional landscape of
breast cancer, which entails prolonged uncertainty for both mothers and daughters,
deserves further study. Personal growth described by both mothers and daughters
provides an alternative view of the largely problem-focused perspective in the literature
of the meaning and experience of breast cancer. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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