Thesis (M.S.P.H.)--University of Michigan, 194-?

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.S.P.H.)--University of Michigan, 194-?

Thesis (M.S.)--University of Michigan, 1992.

Background: There is increasing concern that as students move through to adolescence, motivation toward reading declines. When there is limited desire to read, less time is spent with text, which can eventually impact on literacy acquisition. A systematic synthesis of research which has measured outcomes relating to motivation and/or engagement as part of a reading intervention was conducted. Despite the wealth of literature surrounding adolescent literacy, only six studies met the inclusion criteria. The review highlighted a number of affective factors that may contribute to effective reading interventions. However, to date there has been no research on how Educational Psychologists (EPs) might work with students to address affective factors in reading. Methods/participants: An affective reading programme structured around a Motivational Interviewing (MI) based intervention was implemented with three Year 8 students in one high-school. Students were identified as having a primary reading difficulty and perceived to be disengaged or low in motivation toward reading. Five- 50-minute sessions were facilitated on a fortnightly basis by the researcher. Analysis/ findings: Quantitative outcomes from pre-, post- and three-month follow-up indicated positive outcomes for two of the three students in relation to motivation and engagement toward reading. However, for one student, quantitative data were not indicative of self-report improvements across motivation domains. Qualitative data on the other hand suggested that all three students perceived the intervention to have a range of benefits. Four super-ordinate themes emerged from thematic analysis of the qualitative data obtained from semi-structured interviews, suggesting a perceived increase in motivation and engagement toward reading, in addition to increased self-efficacy. The current findings identified key factors in addressing reading motivation with adolescent students. Conclusion/implications: The present study adds a valuable contribution to current theory and research within adolescent literacy. It raises awareness in acknowledging and addressing the needs and complexities of addressing motivation to read amongst reluctant readers. A structured dissemination strategy is discussed, along with some of the potential implications for EPs. Further, a discussion with regards to evidence-based and practice-based evidence in the context of this study is presented.

Thesis (Psy. D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographic references (p. 148-150).

Thesis (M.S.)--University of Michigan, 1993.

<b>Background:</b> This is the first epidemiological study of internalised stigma among adolescents living with the human immunodeficiency virus (HIV) in Sub-Saharan Africa. It aims to establish predictors of internalized HIV-stigma among people living with HIV in Sub-Saharan Africa (Paper 1), develop an HIV-stigma scale for use with adolescents (Paper 2) and build and test a model of risk pathways for internalised stigma (Paper 3). The data used for papers 2 and 3 is part of the world's largest social science study of adolescents living with HIV (n=1060). <b>Paper One</b> systematically reviews evidence on the prevalence and predictors of internalised HIV stigma amongst people living with HIV in Sub-Saharan Africa. PRISMA guidelines were followed. An adapted version of the Cambridge Quality Checklist was used to assess the quality of the findings. A total of 18 papers were included. The prevalence of internalised stigma among adults living with HIV was 27% - 66%. The longitudinal predictors for internalised HIV stigma were poor HIV-related health and psychological distress. The review identifies two critical limitations of the literature. First, no studies on adolescents were found. One of the reasons for this may be the lack of a scale for measuring internalised HIV stigma in this population. Second, only individual-level risk factors for internalised stigma were examined. Papers 2 and 3 aim to address these limitations. <b>Paper Two</b> develops an HIV stigma scale with and for adolescents living with HIV. First, a multidimensional stigma scale previously used with adolescents in the US was cross-culturally adapted using semi-structured cognitive interviews with nine South African adolescents living with HIV. These data were interpreted through thematic analysis, and items were adapted in consultation with interviewees. Second, the revised version of the scale was administered to 1060 adolescents living with HIV. Confirmatory factor analysis confirmed the predicted 3-factor structure, and associations with hypothesised correlates provided evidence of validity. <b>Paper Three</b> develops and tests a model of risk pathways to internalised HIV stigma among adolescents living with HIV. Drawing on findings from the systematic review (Paper 1) and using the scale developed in Paper 2, both inter and intrapersonal pathways of risk from HIV-related disability to internalised HIV stigma were hypothesized. Following from modified labelling theory, interpersonal mechanisms were hypothesized to occur through maltreatment within power-unequal relationships, i.e. enacted HIV stigma and violence victimization. Hypothesized intrapersonal risks were anticipated HIV stigma and depression. Structural equation modelling enabled the grouping of theoretically related constructs and assessment of multiple, simultaneous pathways of risk. Prevalence of any internalised HIV stigma among adolescents living with HIV was 26.5%. As hypothesized, significant associations between internalised stigma and anticipated stigma, as well as depression were obtained. Unexpectedly, HIV-related disability, violence victimization, and enacted stigma were not directly associated with internalised stigma. Rather, indirect pathways via intrapersonal risks were observed. <b>Conclusions:</b> More than a quarter of adolescents living with HIV in this study reported experiencing some level of internalised stigma. Findings suggest a need to expand programmatic responses to internalised HIV stigma, from individualistic, clinic-based programmes to integrative, community-based approaches. Providing mental health support and reducing the maltreatment of adolescents living with HIV might interrupt pathways from HIV-related disability to internalised stigma. This highlights the potential for interventions that do not necessarily target HIV-positive adolescents but are sensitive to their needs. Such efforts must be coupled with rigorous process and outcome evaluations, and longitudinal data is urgently needed. It is hoped that the adolescent-friendly stigma scale developed within this DPhil will enable further research with this understudied population. Prior to this thesis, there were no known epidemiological studies of internalised HIV stigma among adolescents living with HIV. Moreover, the broader, adult-focused corpus of research has overlooked interpersonal risk factors. This thesis highlights the relevance of power inequalities and domination for the study of internalised HIV stigma.

Thesis (M. Ed.)--University of Tasmania, 1996. / Library has additional copy on CD-ROM. Includes bibliographical references (leaves 89-108).