The focus of this study was to determine what stressors were experienced by junior high age students (N = 145) and what relationship there was between those stressors and self-esteem. A modified Youth Adaptation Rating Scale (YARS) was utilized to identify the stressors. The Index of Self-Esteem (ISE) was used to measure self-esteem. Among the findings were: a moderate though significant negative correlation between the number of stressors experienced and the adolescent's self-esteem, fifteen of the fifty-five stressors were significantly related to self-esteem, and nine of the stressors were associated with gender.

Identifying factors related to adolescent sexual activity is an important issue for health care, education, and public policy. This research explores the idea that sexual identity relates to adolescent sexual activity and the riskiness of the behavior. Sexual identity is composed of many factors, including self-esteem, sexual self-efficacy, body image, and social isolation. As well, the development of sexual identity is related to age and familial relations. From a symbolic interaction perspective, the formation of sexual identity occurs through the creation of highly subjective symbols or meanings assigned to sexuality. Riskier sexual behaviors seem to occur predominantly in adolescence, and understanding the meanings associated with sexual identity may help to explain why. It was hypothesized that adolescent sexual identity would be related to whether or not adolescents had participated in sexual activity and if they had, whether such activity was safer or riskier. The data, collected from 2,373 7th through 12th graders, were part of a community-based program in a rural northwest community. Participants were divided into three groups based upon their sexual activity status of abstaining behavior, safer behavior, or riskier behavior. Group membership was determined utilizing measures of birth control use, sexually transmitted disease history, and pregnancy experience. Discriminating variables included self-esteem, sexual self-efficacy, body image, social isolation, parental monitoring, and age. Analysis revealed significant sex differences on all six discriminating variables. Stepwise discriminant function analysis found age, parental monitoring, and sexual self-efficacy to be significant contributors to the model for both sexes. The discriminant function classification, utilizing all six variables, correctly classified 93% of both females and males, illuminating the significance of sexual identity in discriminating among the groups. Older adolescents with an increased sense of sexual identity and parents who monitor their behavior, may be more inclined to participate in safer sexual behaviors. The development of sexual identity is a culmination of cognitive, affective, and behavioral processes that together help the individual see her/himself as a sexual person. The research presented here provides insight into the sexual identity of adolescents. Such knowledge may be beneficial in designing sexuality education programs designed to facilitate positive, well-developed sexual identity. / Graduation date: 1995

Adolescents (N=516) in a rural Midwest high school, grades 9-12, indicated the crowds to which they belong from a list of 10 crowds specified by 4 classes in the school (e.g., Jocks, Emo, Farmers, Smart Kids/Nerds), along with the crowd to which they belong "more than any other." Most of the students (76%) claimed to belong to more than one crowd. Two-step cluster analysis was used to identify patterns of crowd membership, resulting in 8 clusters of distinct, heterogeneous composition. Students were compared on S. E. Paulson's (1994) parenting scale and on J. T. Jost and E. P. Thompson's (2000) social dominance orientation scale. SDO differed significantly among the males in the different crowd clusters, but not the females. Male members of clusters with a majority of members belonging in the Smart Kids/Nerd crowd or who considered themselves "Just Normal" had lower SDO scores than members of clusters with few or no members in the Smart Kids/Nerd crowd. Both mother's and father's responsiveness significantly predicted adolescent's SDO scores after controlling for gender, which was higher among males than females in this adolescent sample. In combination, mother's and father's responsiveness and demandingness explained 12% of the variance in SDO scores. Adolescents who perceived their parents as more responsive had lower SDO scores than adolescents with less responsive parents, but parent responsiveness and demandingness were not related to crowd cluster membership. / Department of Educational Psychology

The purpose of this work is to explore the spatial lives of three adolescents in grade nine, between January and May, as they navigated their lives and anticipated their upcoming transition to high school (for students in Grades 10 – 12), with an interest in equitable access to International Baccalaureate programs. Researched in Halifax, Nova Scotia, Canada, in a context where access to IB was a student choice, free of cost, and void of consideration regarding academic history, the students involved in this study came from neighborhoods that have been historically marginalized from participation in IB, regardless of this “open access” policy. Methodologically, this study is grounded in spatial theory (hooks 1989; Lefebvre, 1979, 1991; Soja, 1996, 2010) and draws on narrative (Clandinin & Connelly, 2000; Naraian, 2017) and ethnographic techniques (Emerson, Fretz & Shaw, 1995; LeCompte & Schensul, 1999; Merriam, 2009), using an a/r/tographic stance, that is Artist, Researcher, Teacher positionality (Fendler, 2013; Irwin & Springgay, 2008) as a way to conceptualize the adolescents lives in and outside of school. The research questions address: how adolescents define, describe and map the spaces where they spend time; how they describe their identities, experiences and relationships across space and time; and, what connections they make between engaging in this process and their perceptions about high school. The findings suggest that the spatial stories of adolescents matter, are complex, and provide insight into the ways in which they navigate their worlds and make decisions about their academic futures. Methodologically, using a narrative and ethnographically inspired a/r/tographic approach to exploring the spatial lives of adolescents was useful and generative in terms of eliciting insight and understanding of their complex lives in and out of school. Finally, the findings suggest that for schools seeking to become more inclusive of historically marginalized adolescents, they may need to reconsider an approach that pulls marginalized youth into the “main body” (hooks, 1989), and, instead, travel to the “margin” (hooks, 1989) to re-conceptualize and design programs from there, the “space of radical openness” (hooks, 1989).

Teen problem-d1inking is a pervasive problem in our society. Teens with drinking problems utilize treatment centers and then return to school attempting to stay sober. However, many return to affiliate with problem drinkers instead of with non-drinkers, and risk for relapse is high. One explanation may be that teens without drinking problems do not accept teen problem drinkers into their peer group due to negative reactions toward problem drinkers. One way to examine their attitudes is to examine differences between teen problem drinkers and non-drinkers regarding causal attributions. Attribution theory proposes that various attributions will elicit different emotional reactions and will motivate teens to behave in certain ways. The purpose of this study was to determine if teens with prior experience in treatment (problem drinkers) and teens without that experience (non-problem drinkers) make different causal attributions for teen problem drinking. Furthermore, group differences in emotional reactions, beliefs about how to offset the problem, and help-giving behaviors were also examined. This study also sought to determine whether there was a predictable link between attributions and emotional reactions, and between emotional reactions and helpgiving behaviors. One hundred twenty-one teenagers aged 13 to 20 were recruited as subjects, 79 from Portland area schools and 42 from treatment centers. Subjects completed a written survey measuring causal attributions for teen problem drinking, emotional reactions toward teen problem drinkers, beliefs regarding how to offset the problem, and help-giving behaviors. Four MANOYAs were used to determine group differences. Results revealed group differences on causal attributions, emotional reactions, and offset controllability, but not on help-giving behaviors. Two multiple regressions were used to determine whether attributions predicted emotional reactions and whether emotional reactions predicted help-giving behaviors; results revealed no link. Although results revealed group differences, these were found not to be consistent with the hypothesis based on attribution theory. Results did reveal positive outcomes regarding attitudes toward teen problem drinkers by nonproblem drinkers, which is important as it suggests that teens without prior experience in treatment may be more accepting of teen problem drinkers than was expected.

This study investigated the degree to which two types of interventions stimulated changes in adolescents’ attitudes and beliefs about people who are obese. The main research questions focused on whether an intervention based on the Elaboration Likelihood Model of attitude change would produce a greater reduction in anti-fat person attitudes and beliefs about obesity than an intervention that did not utilize this framework. The effectiveness of the two types of interventions was assessed with middle school students at a K-12 laboratory school. Students completed pre-intervention, post-intervention, and follow-up surveys about their anti-fat person attitudes and beliefs about the controllability of obesity. The amount of change in attitudes and beliefs was assessed within and across the two intervention groups. The hypotheses of the study predicted that the intervention which integrated the elaboration likelihood model would produce a greater reduction in anti-fat person beliefs than the intervention which did not integrate elaboration-enhancing activities. The hypotheses also predicted that a reduction in beliefs about the controllability of obesity would occur across both interventions but that this reduction would be maintained only in the elaboration-enhancing condition. A multivariate analysis of covariance was used to analyze the data. After controlling for the variable of the teacher present during the time of the intervention, the results showed an equal and significant reduction in the endorsement of anti-fat person attitudes and controllability beliefs across both the information-centered and the elaboration-enhancing interventions. The reduction in anti-fat person beliefs was maintained at the two and one-half month follow-up. Similarly, beliefs about the controllability of obesity remained significantly lower at the two and one-half month follow-up survey. / Department of Counseling Psychology and Guidance Services

Undoubtedly, runaway and homeless youth (RHY) are one of the most vulnerable, yet underserved groups in our country. Well-meaning advocates have developed programs and services in an attempt to remedy this, yet there is little evidence of their effectiveness. Moreover, according to the research literature, a low utilization rate of current services by youth is a major concern. From a constructivist theoretical position, this study posits that the missing element is youth voice and the researcher hired formerly homeless youth to conduct the analysis of focus group data gathered from RHY who were participating in a range of services funded by the Runaway and Homeless Youth Act. By employing participatory action research (PAR) methods, this study privileges youth voice and asks two research questions; 1) what are current program models doing right with regards to RHY services, and 2) what can be learned by employing youth analysts in research. Findings indicate that how services are offered is as important as what services are offered. Additionally, by privileging youth and providing meaningful participation, youth are exceptionally capable to develop and evaluate services, programs and policy. Youth workers must continue to privilege youth voice if they hope to effect change in the lives of young people. If not, services will continue to play a key role in keeping RHY as one of the most marginalized groups in our society.

Digitized using a Konica Minolta 211 PCL Scanner. 300dpi (OCR). / Thesis (MA (Psychology))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: The first objective of the present study was to determine whether the Theory of Planned Behaviour (TPB) could predict Willingness to Participate (WTP) in a future Phase III HIV vaccine trial among high risk adolescents in the Western Cape. The second objective was to determine whether the additional predictor variables of Self perceived risk of HIV infection, Knowledge of HIV vaccines and HIV vaccine trials, Attitudes toward HIV I AIDS and Health-promoting behaviours could further explain WTP in a future Phase III HIV vaccine trial among adolescents. A convenience sample of 224 adolescents attending secondary schools located in an African township on the Cape Flats was recruited for the present study. Hierarchical logistic regression analyses indicated that the TPB significantly improved the prediction of WTP in an HIV vaccine trial. Prediction success was 79.9%. Of all the predictor variables, only Subjective norms significantly predicted WTP in an HIV vaccine trial (OR = 1.19,95% C.L = 1.06-1.34). A second stepwise logistic regression analysis showed that Subjective norms (OR = 1.19, 95% c.I. = l.07-1.34) and Attitude towards participation in an HIV vaccine trial (OR = 1.32,95% C.L = 1.00-1.74) were significant predictors of WTP in an HIV vaccine trial. Prediction success was 80.4%. These findings provide support for the Theory of Reasoned Action (TRA) and suggest that psychosocial factors may play a role in WTP in a future Phase III HIV vaccine trial among adolescents. HIV vaccine trial preparedness programs targeting adolescents should aim to influence group norms positively and promote positive attitudes toward participation in a future Phase III HIV vaccine trial. / AFRIKAANSE OPSOMMING: Die eerste oogmerk van die huidige studie was om te bepaal of die teorie van beplande gedrag (TBG) die bereidwilligheid tot deelname (BTD) aan 'n toekomstige fase III-MIV-entstofproefneming onder hoe risiko adolessente in die Wes-Kaap kan voorspel. Die tweede oogmerk was om te bepaal of die bykomende voorspellingveranderlikes, naamlik selfwaargenome risiko vir MIV -besmetting, kennis van MIV -entstowwe en MIV -entstofproefnemings, houdings jeens MIV /Vigs en gesondheidsbevorderende gedrag BTD in 'n toekomstige fase III-MIV entstofproefneming kan verduidelik. 'n Geriefsmonster van 224 adolessente wat sekondere skole gelee in 'n dorpsgebied in Kaapstad, bywoon, is vir die huidige studie gewerf. Hierargiese logistiese regressie-analises toon dat die TBG die voorspelling van BTD aan 'n MIV -entstofproefneming aanmerklik verbeter het. Voorspellingsukses was 79.9%. Van al die voorspellingveranderlikes het slegs subjektiewe norme BTD aan 'n MIV -entstofproefneming beduidend voorspel (RK = 1.19, 95% VI = 1.06-1.34). 'n Tweede stapsgewyse logistiese regressie-analise toon dat subjektiewe norme (RK = 1.19, 95% VI = 1.07-1.34) en houding jeens deelname aan 'n MIV-entstofproefneming (RK = 1.32,95% VI = 1.00-1.74) beduidende voorspellers van BTD aan 'n MIV -entstofproefneming was. Voorspellingsukses was 80.4%. Hierdie bevindinge verleen steun aan die teorie van beredeneerde aksie (TBA) en doen aan die hand dat psigososiale faktore moontlik in die toekoms 'n rol in BTD aan 'n fase Ill-MIV-entstofproefneming onder adolessente kan speel. Programme wat op adolessente se gereedheid vir entstofproefnemings afgestem is, behoort te poog om groepnormne positief te beinvloed en positiewe houdings jeens deelname aan 'n toekomstige fase III -MIV -entstofproefneming te bevorder.

This study was designed to determine the effectiveness of a filial/play therapy training model with high school juniors and seniors enrolled in a Peer Assistance and Leadership program (PALs). Filial/play therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The high students are trained to be a therapeutic change agent for primary school children identified as having adjustment difficulties by utilizing basic child-centered play therapy skills in weekly play sessions with young children. Specifically, this study is designed to determine the effectiveness of filial therapy in increasing: 1) the high school students' observed empathic behavior with young children, 2) the high school students' observed attitude of acceptance toward young children, 3) the high school students' observed ability to allow self-direction in young children, and 4) the high school students' observed level of involvement with young children. The experimental group, consisting of 16 volunteer high school students enrolled in a PALs class for high school credit, received a total of 24 weeks of filial/play therapy didactic training, application, and supervision for the playtimes they conducted with pre-kindergarten/kindergarten students identified with adjustment difficulties. The comparison group consisted of 15 volunteer high school students enrolled in a PALs class for high school credit. The comparison group received the standard PALs class curriculum. All students were videotaped playing with a young child 4 to 6 years of age before and after the training as a means of measuring empathic behavior with young children. An Analysis of Covariance revealed statistically significant findings in all four hypotheses. Specifically, the experimental group of high school students exhibited statistically significant increases in empathic interactions with young children when compared to the comparison group. The experimental group also exhibited statistically significant increases in communication of acceptance of young children's feelings and behaviors, acceptance and behavioral willingness to follow young children's lead rather than attempt to control their behavior, and attention to and participation in young children's play. This study supports the use of filial/play therapy as an effective training model for increasing high school students' empathic behavior with young children. Filial/play therapy offers significant possibilities for training high school students in a developmentally appropriate model for working with young children identified with school adjustment difficulties, in order to prevent future problems.

Adolescents from nine intact health classes from two high schools participated either in a traditional lecturebased alcohol prevention intervention or a nontraditional experiential-based intervention. The nontraditional intervention focussed on attitudes toward drinking and the misperceptions associated with alcohol consumption norms. Subjects completed several self-report measures on attitudes toward drinking (own, perceived friends', and perceived school's), perceived ranking of alcohol consumption compared to closest friends and compared to the school, intent to drink, and actual reporting of alcohol consumption. For the nontraditional intervention, it was hypothesized that students would change their perceptions of others' attitudes toward drinking and their perception of the norm enough to decrease their alcohol consumption. Results indicated the intervention changed the perceived attitude of the school, but not enough to significantly change consumption levels. These findings confirm that misperceptions occur and that they influence alcohol consumption. / Department of Psychological Science