The DISA method is a universal program developed for teenage girls to prevent depression. The program includes cognitive behavioral techniques are suppose to change negative pattern of thinking, give practice of communication, strategies of problem solution and exercises to strengthen the social network. The purpose of this study is to find out how a group of teenage boys were affected by the DISA program and what factors that may have impacted the outcome. Material from three different studies have been used, a quantitative study in terms of data from self-assessment form CES-D, materials from two semi-structured focus group interviews with the boys and material from a questionnaire filled out by the boys on two occasions during the DISA method.  The result of the CES-D indicates that the boys had less depressive symptoms after the final group meeting compared to the first group meeting and also a year later. Analysis of the material from focus group interviews and questionnaire have been made from a communication theory and systems theory perspective and indicate a shift to greater cohesion in the group and demonstrates that communication between the boy-group and group leaders had importance for the outcome. In particular, this study demonstrates how important group values and norms where for the boys, especially with regard to communication of emotions.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 170-175).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2002. / Vita. Includes bibliographical references (leaves 94-104).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Rosemery Nelson-Gray; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 50-65).

This dissertation applies the life course framework to understanding gender differences in the connection between academic performance and mental health. The premise for this study is based on the paradox that girls perform better in school but get less of a boost to their sense of well being from their achievement relative to boys. The life course perspective focuses both on how different pathways, such as academics and mental health, intertwine and the need to study important transitions, such as the transition from adolescence to young adulthood. This research addresses this transition by considering the consequences of the gender paradox on college enrollment and persistence. The quantitative analyses utilize Waves I, II, and III of the National Longitudinal Study of Adolescent Health (Add Health). Results indicate that academic performance and depression were positively correlated for girls and negatively correlated for boys. Adolescent gender differences in depression are driven by the high achieving segment of the student population because girls tend to get less of a mental health boost from earning good grades across the board. This is especially pronounced in high school. The end result is a slight chipping away at the well-documented advantages girls have in postsecondary education. / text

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This study examines in terms of Adlerian Life Style as revealed through Early Recollections, actual and perceived Birth Order, and Family Atmosphere the personality characteristics of adolescent males who have experienced some form of abuse and/or neglect. As part of the study, each subject participated in a structured, tape-recorded interview and each subject reported six early recollections, dreams, or made-up memories. Transcripts of these interviews were given to a panel of Adlerian psychologists who collectively analyzed and interpreted the subjects' information. They formulated a life style summary for each subject and combined common themes and personality characteristics to formulate a composite life style summary. Results indicate that Adlerian judges were able to identify several common life style themes and personality characteristics. The most commonly shared attributes were expecting bad things to happen, wanting to be special, and feeling out of control.

The aim of this study was to ascertain whether or not South African adolescent boys between the ages of 16 and 18 make use of heuristics when thinking about heterosexual relationships. Currently, some of the greatest challenges facing South Africa are that of the HIV/AIDS pandemic and the high rates of violence, especially against women and children. These issues are closely linked with cognitions about masculinity and the male and female gender roles in men and boys. The methodology was qualitative and focus groups were utilized as the method of data collection. The results of this study indicate that adolescent boys do make use of a variety of heuristics and also engage in the process of splitting when thinking about heterosexual relationships. Keywords: Masculinity, adolescents, heuristics, gender roles, heterosexual relationships, HIV/AIDS / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Hegemonic masculinity (HM) is considered by many boys and men to be the "gold standard" of masculinity to which they are expected to conform (Connell & Messerschmidt, 2005). However, many boys feel that they fall short of this standard and are thus challenged to negotiate their sense of masculinity through positioning themselves in relation to masculine standards in various ways (Wetherell & Edley, 1999). This research therefore aims to explore the process of subject positioning in relation to HM and, if it occurs, the process of successfully aligning masculine identity with alternative (non-hegemonic) forms of masculinity. Eight late adolescent boys from rural KwaZulu-Natal were interviewed, and the data were qualitatively analysed by focussing on the boys' narratives used to describe masculinity and how they position themselves in relation to the various norms of masculinity. The results indicate that these boys did not show signs of having non-hegemonic masculinities. However, all boys reframed HM into a new discourse still based on the acceptance of the hegemonic domination over women and femininity (including less masculine boys), while disavowing practices relating to alcohol use, crime and risky sexual practices. This discourse represented a sanitised version of HM. It was suggested that boys maintain these multiple versions of masculinity in parallel, and use psychological splitting to maintain them. Soccer emerged as serving an important function for the creation and maintenance of these sanitised masculinities. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

A number of investigations have been conducted to examine social cognition and psychopathology among adolescents, yet little is known about the social cognitive reasoning of adolescents identified as having severe behavioral disorders. The purpose of the present study was to explore the social cognitive reasoning of adolescent boys with behavioral disorders in comparison to their peers without behavioral disorders. Group differences were examined with respect to epistemic reasoning and the dimensions of adolescent egocentrism. In addition, the relation between social cognition and social relationships was investigated. Finally, the relation between social cognition and psychopathology was explored. Thirty-one adolescent boys with behavioral disorders and 32 of their peers without behavioral disorders (matched forage, race, and SES) participated in the study. All participants were individually administered measures designed to assess epistemic reasoning, imaginary audience and personal fable ideation (i.e., invulnerability, omnipotence, personal uniqueness), and personal-intimacy and groupintegration with peers and family. In addition, boys with behavioral disorders completed a measure of internalizing, externalizing, and total problem behaviors. Teacher-ratings of problem behaviors were also completed for each participant in the study. Results revealed that adolescent boys with behavioral disorders were lower in epistemic reasoning than were adolescent boys without behavioral disorders. Groups were not found to differ with respect to imaginary audience or personal fable ideation. For boys with behavioral disorders, no relation was found between social cognition and social relationships. In contrast, for boys without behavioral disorders, personal uniqueness was negatively related to group-integration with peers and omnipotence was positively related to group-integration with family. Social cognitive reasoning was found to predict self-reported problem behaviors for boys with behavioral disorders and teacher-re ported problem behaviors for boys without behavioral disorders. Overall, these results suggest the importance of epistemic reasoning in understanding the relation between social cognition and psychopathology.