Research conducted during the 1990s revealed that video games increasingly represent the medium through which children are first exposed to technology, that early gaming can enhance future technological literacy, and that girls tend to play video games less frequently than boys. These findings preceded efforts by feminist entrepreneurs, followed by established video game producers, to develop ‘girl games.’ Such ‘girl-centred,’ ‘girl-friendly,’ and girl-targeted video games now represent a lucrative branch of the contemporary video game industry. In this project, I utilized a multi-method approach to explore how ‘the ideal teen girl’ is re/constructed in three tween-airned ‘girl games.’ My discourse analysis of the ‘dominant’ messages in the games includes an examination of various available feminine subject positions, and how ‘race,’ class, and (hetero)sexuality are implicated in these positions. My analysis of semi-structured interviews that I conducted with eight tween girls provides insight into their everyday readings of the ‘girl games.’ Unlike earlier research that framed girls as passive recipients of ‘damaging’ messages included in gendered texts, my findings suggest that the girls in my study engaged in active and diverse readings of the interactive texts. The multiple ways in which the girls recognized, identified with, resisted, and/or reworked elements of the feminine subject positions demonstrated their management of such contradictory images of ideal girlhood. According to my analysis, while several girls engaged in sceptical readings, none of the girls ultimately rejected the video game messages, or linked them to the wider social order in which they are produced, and which they work to re/produce. My research also revealed that the girls’ identification of and with the subject positions was shaped and augmented by knowledge they had gained from previous exposure to associated transmediated representations (television, movies, music, and fashion products). My research suggests that while ‘the ideal teen girl’ re/constructed for tween garners reflects contemporary notions of girlhood, as she is active and capable, she reaffirms Western standards of hegemonic femininity. The rules of play, beauty ideals, behaviours, and priorities of consumption included in the games work to re/construct White, middle class, heterogendered ‘teen femininity’ as normal and ideal.

Research conducted during the 1990s revealed that video games increasingly represent the medium through which children are first exposed to technology, that early gaming can enhance future technological literacy, and that girls tend to play video games less frequently than boys. These findings preceded efforts by feminist entrepreneurs, followed by established video game producers, to develop ‘girl games.’ Such ‘girl-centred,’ ‘girl-friendly,’ and girl-targeted video games now represent a lucrative branch of the contemporary video game industry. In this project, I utilized a multi-method approach to explore how ‘the ideal teen girl’ is re/constructed in three tween-airned ‘girl games.’ My discourse analysis of the ‘dominant’ messages in the games includes an examination of various available feminine subject positions, and how ‘race,’ class, and (hetero)sexuality are implicated in these positions. My analysis of semi-structured interviews that I conducted with eight tween girls provides insight into their everyday readings of the ‘girl games.’ Unlike earlier research that framed girls as passive recipients of ‘damaging’ messages included in gendered texts, my findings suggest that the girls in my study engaged in active and diverse readings of the interactive texts. The multiple ways in which the girls recognized, identified with, resisted, and/or reworked elements of the feminine subject positions demonstrated their management of such contradictory images of ideal girlhood. According to my analysis, while several girls engaged in sceptical readings, none of the girls ultimately rejected the video game messages, or linked them to the wider social order in which they are produced, and which they work to re/produce. My research also revealed that the girls’ identification of and with the subject positions was shaped and augmented by knowledge they had gained from previous exposure to associated transmediated representations (television, movies, music, and fashion products). My research suggests that while ‘the ideal teen girl’ re/constructed for tween garners reflects contemporary notions of girlhood, as she is active and capable, she reaffirms Western standards of hegemonic femininity. The rules of play, beauty ideals, behaviours, and priorities of consumption included in the games work to re/construct White, middle class, heterogendered ‘teen femininity’ as normal and ideal.

Research conducted during the 1990s revealed that video games increasingly represent the medium through which children are first exposed to technology, that early gaming can enhance future technological literacy, and that girls tend to play video games less frequently than boys. These findings preceded efforts by feminist entrepreneurs, followed by established video game producers, to develop ‘girl games.’ Such ‘girl-centred,’ ‘girl-friendly,’ and girl-targeted video games now represent a lucrative branch of the contemporary video game industry. In this project, I utilized a multi-method approach to explore how ‘the ideal teen girl’ is re/constructed in three tween-airned ‘girl games.’ My discourse analysis of the ‘dominant’ messages in the games includes an examination of various available feminine subject positions, and how ‘race,’ class, and (hetero)sexuality are implicated in these positions. My analysis of semi-structured interviews that I conducted with eight tween girls provides insight into their everyday readings of the ‘girl games.’ Unlike earlier research that framed girls as passive recipients of ‘damaging’ messages included in gendered texts, my findings suggest that the girls in my study engaged in active and diverse readings of the interactive texts. The multiple ways in which the girls recognized, identified with, resisted, and/or reworked elements of the feminine subject positions demonstrated their management of such contradictory images of ideal girlhood. According to my analysis, while several girls engaged in sceptical readings, none of the girls ultimately rejected the video game messages, or linked them to the wider social order in which they are produced, and which they work to re/produce. My research also revealed that the girls’ identification of and with the subject positions was shaped and augmented by knowledge they had gained from previous exposure to associated transmediated representations (television, movies, music, and fashion products). My research suggests that while ‘the ideal teen girl’ re/constructed for tween garners reflects contemporary notions of girlhood, as she is active and capable, she reaffirms Western standards of hegemonic femininity. The rules of play, beauty ideals, behaviours, and priorities of consumption included in the games work to re/construct White, middle class, heterogendered ‘teen femininity’ as normal and ideal. / Arts, Faculty of / Sociology, Department of / Graduate

<p>Summary:</p><p>Teenage girls’ choice of dropping out or complete a treatment.</p><p>The purpose of this study is to investigate, from a client’s perspective, why teenage girls (age 13 to 17) drop-out or complete a treatment at Familjehuset in Karlstad, Sweden. We also want to investigate if the teenage girls’ experiences coordinate with the social workers opinion of why the teenage girls choose to drop-out or complete the treatment. Earlier research shows that many factors influence the client’s choice. A good relationship between the social worker and the adolescent is of great importance when it comes to complete a treatment. A qualitative abductive method for the six interviews was used in order to gain a deeper understanding for these phenomena.</p><p>Results show that the teenage girls were in a period of emancipation in creating their own identity, which made it difficult for them to communicate with, and trust grownups. We believe that the three girls that completed the treatment had come further in this development than the three girls that dropped out. The girls which dropped out of treatment have had numerous contacts with social workers in the past, and their attitudes were very negative towards professionals. This attitude influenced their treatment at Familjehuset and it was hard to communicate in order to gain a good relationship for further treatment.</p><p>Mostly, the girls thought that the social workers at Familjehuset were easy to talk to, and that they had listened to them and understood them. They all said that at first they did not like the contact, but the three girls which completed the treatment, were of the opinion that they would give it a chance, and this developed into a relationship that increased their motivation and could be of good help for them.</p><p>The social workers at Familjehuset described several reasons why teenage girls choose to drop-out or complete a treatment. Many of these reasons coordinated with the girl’s points of view, like the importance of listening, creating a good relationship to get them motivated for further treatment. Items that the social workers mention, but the girls not, were the importance of getting the family integrated in the treatment and the importance of the first contact.</p><p>We hope that this study can come to help for the social workers at Familjehuset in their profession and that it also can be useful for further research.</p>

Summary: Teenage girls’ choice of dropping out or complete a treatment. The purpose of this study is to investigate, from a client’s perspective, why teenage girls (age 13 to 17) drop-out or complete a treatment at Familjehuset in Karlstad, Sweden. We also want to investigate if the teenage girls’ experiences coordinate with the social workers opinion of why the teenage girls choose to drop-out or complete the treatment. Earlier research shows that many factors influence the client’s choice. A good relationship between the social worker and the adolescent is of great importance when it comes to complete a treatment. A qualitative abductive method for the six interviews was used in order to gain a deeper understanding for these phenomena. Results show that the teenage girls were in a period of emancipation in creating their own identity, which made it difficult for them to communicate with, and trust grownups. We believe that the three girls that completed the treatment had come further in this development than the three girls that dropped out. The girls which dropped out of treatment have had numerous contacts with social workers in the past, and their attitudes were very negative towards professionals. This attitude influenced their treatment at Familjehuset and it was hard to communicate in order to gain a good relationship for further treatment. Mostly, the girls thought that the social workers at Familjehuset were easy to talk to, and that they had listened to them and understood them. They all said that at first they did not like the contact, but the three girls which completed the treatment, were of the opinion that they would give it a chance, and this developed into a relationship that increased their motivation and could be of good help for them. The social workers at Familjehuset described several reasons why teenage girls choose to drop-out or complete a treatment. Many of these reasons coordinated with the girl’s points of view, like the importance of listening, creating a good relationship to get them motivated for further treatment. Items that the social workers mention, but the girls not, were the importance of getting the family integrated in the treatment and the importance of the first contact. We hope that this study can come to help for the social workers at Familjehuset in their profession and that it also can be useful for further research.

本研究關注「手機使用」與「青少女日常生活脈絡」交互作用之下，編織出的文化意義，企圖理解手機這項媒體科技，如何嵌入青少女受制的文化結構裡，甚至成為無形的武器，被青少女挪用來與成人所建立的結構抗衡。 本研究首先探索青少女在日常生活中使用、挪用、與棄用手機的方式，並收集青少女手機內外的各種文本，進一步探究這些實踐與文本背後的動機與對青少女的意義，以找尋青少女在成人制定的結構中所處的位置。再以Lefebvre與de Certeau的日常生活理論，探討青少女藉由手機使用，展現出的能動性與抵抗結構的意涵。 本研究採質化研究取向，使用深度訪談法，並現場記錄蒐集青少女手機實踐的相關實物文本，最後輔以受訪者的一週手機使用日誌，將此三類資料交互分析論證。 研究發現，手機一方面型塑青少女日常生活在結構中循環的秩序與過程，另一方面卻也成為青少女與結構相抗衡、擾動秩序的資源。青少女藉由手機的集體使用，在分享與認同中形成與結構抗衡的基礎，並發展出在限制中游擊的戰術。此外，青少女也經由手機的使用，自行定義生命中的重要事件與場景，突破預先被結構設定的意義，讓詮釋、定義生活的權力，下放至青少女手中。 / Based on the theories about “everyday life” suggested by Lefebvre and de Certeau, this study aims at explicating how teenage girls appropriate mobile phones to overcome the limitations in their everyday lives. Rather than disrupting the norms, teenage girls establish the full-time intimate community with their peer group by mobile practice to form a concealed, local “tactic” to undermine the adult-controlled structures that govern their lives. For teenage girls, the characteristics of mobile phones and mobile communication are not inherent in the device, but are determined by social and cultural context and power relations in everyday life.

Os atos infracionais dos adolescentes tÃm subsidiado amplas discussÃes, tanto pela mÃdia como pela sociedade que, diante de avaliaÃÃes vagas, passam a opinar de uma forma inadequada, negando os problemas sociais gerados pela grande desigualdade social e que contribuem para o nÃo cumprimento da lei, haja vista o desrespeito ao Estatuto da CrianÃa e do Adolescente (ECA). Partindo-se dessas reflexÃes, esta pesquisa tem como objetivo avaliar o atendimento socioeducativo dispensado Ãs adolescentes do Centro Educacional Aldaci Barbosa Mota (CEABM), situado em Fortaleza, uma vez que os centros educacionais passam por uma reestruturaÃÃo no seu sistema institucional por meio das diretrizes do Sistema Nacional de Atendimento Socioeducativo (SINASE) Lei NÂ 12.594, de 18 de janeiro de 2012 que institui a polÃtica pÃblica destinada ao atendimento de adolescentes em conflito com a lei. Para tanto, recorremos, primeiramente, ao ideÃrio de autores e estudiosos do tema, destacando-se: Amaral (2001), AriÃs (2011), DiÃgenes (2008), Foucault (2011), Goffman (2013), Ozella (2003), Pinheiro (2006), Santos (2011), Singly (2010) e Volpi (2011). A pesquisa se caracteriza como um estudo de caso e se pauta em uma avaliaÃÃo crÃtico-reflexiva. Como sujeitos da pesquisa, levamos em consideraÃÃo os profissionais que fazem o atendimento socioeducativo e as adolescentes que cumprem medida socioeducativa. A pesquisa se consolida por meio das abordagens qualitativa-descritiva e quantitativa. Na abordagem qualitativa os instrumentos se constituem de observaÃÃo participante direta, grupo de discussÃo e entrevista semiestruturada. A abordagem quantitativa se complementa com o questionÃrio. Na anÃlise dos resultados, consideramos a anÃlise de conteÃdo de Bardin. O estudo tem como recorte temporal o perÃodo de agosto de 2012 a dezembro de 2013. Diante do exposto, constatamos que com o reordenamento institucional, o atendimento socioeducativo do CEABM vem tentando se alinhar ao novo plano de aÃÃo no que tange a articulaÃÃo do programa de acompanhamento de egresso das medidas socioeducativas, a estruturaÃÃo da polÃtica de recursos humanos, a reforma estrutural abrangendo as condiÃÃes de seguranÃa arquitetÃnica e a implantaÃÃo e aplicaÃÃo do Plano Individual de Atendimento (PIA). Nessa perspectiva, o reordenamento institucional contribui para o respeito aos procedimentos e prÃticas, bem como o rompimento do sentimento repressivo que se entrelaÃa nas aÃÃes do dia a dia e coaduna para o fortalecimento da puniÃÃo.

Os atos infracionais dos adolescentes tÃm subsidiado amplas discussÃes, tanto pela mÃdia como pela sociedade que, diante de avaliaÃÃes vagas, passam a opinar de uma forma inadequada, negando os problemas sociais gerados pela grande desigualdade social e que contribuem para o nÃo cumprimento da lei, haja vista o desrespeito ao Estatuto da CrianÃa e do Adolescente (ECA). Partindo-se dessas reflexÃes, esta pesquisa tem como objetivo avaliar o atendimento socioeducativo dispensado Ãs adolescentes do Centro Educacional Aldaci Barbosa Mota (CEABM), situado em Fortaleza, uma vez que os centros educacionais passam por uma reestruturaÃÃo no seu sistema institucional por meio das diretrizes do Sistema Nacional de Atendimento Socioeducativo (SINASE) Lei NÂ 12.594, de 18 de janeiro de 2012 que institui a polÃtica pÃblica destinada ao atendimento de adolescentes em conflito com a lei. Para tanto, recorremos, primeiramente, ao ideÃrio de autores e estudiosos do tema, destacando-se: Amaral (2001), AriÃs (2011), DiÃgenes (2008), Foucault (2011), Goffman (2013), Ozella (2003), Pinheiro (2006), Santos (2011), Singly (2010) e Volpi (2011). A pesquisa se caracteriza como um estudo de caso e se pauta em uma avaliaÃÃo crÃtico-reflexiva. Como sujeitos da pesquisa, levamos em consideraÃÃo os profissionais que fazem o atendimento socioeducativo e as adolescentes que cumprem medida socioeducativa. A pesquisa se consolida por meio das abordagens qualitativa-descritiva e quantitativa. Na abordagem qualitativa os instrumentos se constituem de observaÃÃo participante direta, grupo de discussÃo e entrevista semiestruturada. A abordagem quantitativa se complementa com o questionÃrio. Na anÃlise dos resultados, consideramos a anÃlise de conteÃdo de Bardin. O estudo tem como recorte temporal o perÃodo de agosto de 2012 a dezembro de 2013. Diante do exposto, constatamos que com o reordenamento institucional, o atendimento socioeducativo do CEABM vem tentando se alinhar ao novo plano de aÃÃo no que tange a articulaÃÃo do programa de acompanhamento de egresso das medidas socioeducativas, a estruturaÃÃo da polÃtica de recursos humanos, a reforma estrutural abrangendo as condiÃÃes de seguranÃa arquitetÃnica e a implantaÃÃo e aplicaÃÃo do Plano Individual de Atendimento (PIA). Nessa perspectiva, o reordenamento institucional contribui para o respeito aos procedimentos e prÃticas, bem como o rompimento do sentimento repressivo que se entrelaÃa nas aÃÃes do dia a dia e coaduna para o fortalecimento da puniÃÃo.

LEITE, Orlana Rachel Lisboa. Avaliação do Atendimento Socioeducativo Prestado ás adolescentes do Centro Educacional Aldaci Barbosa Mota. 2013. 128f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-01-21T11:30:36Z No. of bitstreams: 1 2013_dis_orlleite.pdf: 1523682 bytes, checksum: cde9d3705180580bf9b9d7e32780125e (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-01-21T14:09:47Z (GMT) No. of bitstreams: 1 2013_dis_orlleite.pdf: 1523682 bytes, checksum: cde9d3705180580bf9b9d7e32780125e (MD5) / Made available in DSpace on 2016-01-21T14:09:47Z (GMT). No. of bitstreams: 1 2013_dis_orlleite.pdf: 1523682 bytes, checksum: cde9d3705180580bf9b9d7e32780125e (MD5) Previous issue date: 2013 / Os atos infracionais dos adolescentes têm subsidiado amplas discussões, tanto pela mídia como pela sociedade que, diante de avaliações vagas, passam a opinar de uma forma inadequada, negando os problemas sociais gerados pela grande desigualdade social e que contribuem para o não cumprimento da lei, haja vista o desrespeito ao Estatuto da Criança e do Adolescente (ECA). Partindo-se dessas reflexões, esta pesquisa tem como objetivo avaliar o atendimento socioeducativo dispensado às adolescentes do Centro Educacional Aldaci Barbosa Mota (CEABM), situado em Fortaleza, uma vez que os centros educacionais passam por uma reestruturação no seu sistema institucional por meio das diretrizes do Sistema Nacional de Atendimento Socioeducativo (SINASE) Lei Nº 12.594, de 18 de janeiro de 2012 que institui a política pública destinada ao atendimento de adolescentes em conflito com a lei. Para tanto, recorremos, primeiramente, ao ideário de autores e estudiosos do tema, destacando-se: Amaral (2001), Ariès (2011), Diógenes (2008), Foucault (2011), Goffman (2013), Ozella (2003), Pinheiro (2006), Santos (2011), Singly (2010) e Volpi (2011). A pesquisa se caracteriza como um estudo de caso e se pauta em uma avaliação crítico-reflexiva. Como sujeitos da pesquisa, levamos em consideração os profissionais que fazem o atendimento socioeducativo e as adolescentes que cumprem medida socioeducativa. A pesquisa se consolida por meio das abordagens qualitativa-descritiva e quantitativa. Na abordagem qualitativa os instrumentos se constituem de observação participante direta, grupo de discussão e entrevista semiestruturada. A abordagem quantitativa se complementa com o questionário. Na análise dos resultados, consideramos a análise de conteúdo de Bardin. O estudo tem como recorte temporal o período de agosto de 2012 a dezembro de 2013. Diante do exposto, constatamos que com o reordenamento institucional, o atendimento socioeducativo do CEABM vem tentando se alinhar ao novo plano de ação no que tange a articulação do programa de acompanhamento de egresso das medidas socioeducativas, a estruturação da política de recursos humanos, a reforma estrutural abrangendo as condições de segurança arquitetônica e a implantação e aplicação do Plano Individual de Atendimento (PIA). Nessa perspectiva, o reordenamento institucional contribui para o respeito aos procedimentos e práticas, bem como o rompimento do sentimento repressivo que se entrelaça nas ações do dia a dia e coaduna para o fortalecimento da punição.

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