Thesis (M.A.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 134-149). Also available via the World Wide Web.

Although the field of child and youth care has in recent years attempted to develop a framework for the child and youth care method of intervention, the effective child and youth care intervention is something about which very little has been written. In essence, we know little about why child and youth care interventions are sometimes effective and are, at other times, of no apparent consequence for the youth who experience them. While creative literature within the field has attempted to describe the experience, no research has been conducted into the phenomenon of the effective child and youth care intervention. An interpretative phenomenological inquiry was undertaken into the lived experiences of participants to effective child and youth care interventions. Three (3) dyads of subjects (3 child and youth care workers and 3 adolescents) were engaged in focused narrative interviews to elicit their individual descriptions of a common experience of intervention which the youth had described as effective or meaningful for them. The goal of the inquiry was to understand better the experience of the effective child and youth care intervention. From this inquiry themes relevant to the process and experience of the effective child and youth care intervention emerged. These are presented separately as: (1) themes from the process of intervention identified by the child and youth care workers, (2) themes from the process of intervention identified by the youth and (3) metathemes of effectiveness. The first two are descriptive interpretations of the process and the experience of the participants to the interventions. The third are interpretations by the author of the elements or characteristics of the interventions which may offer some understanding of why the interventions were considered to be effective by the youth. The themes which emerged from the inquiry are integrated with knowledge from the literature of the field and the author then reflects on possible implications for child and youth care practice, based on how he has made meaning of the experience of the inquiry and his conversations about the interventions with the youth and the child and youth care workers. / Graduate

This study documented the gender-responsive youth programing strategies within Girls Rock camps using grounded theory methodology. Experiencing gender oppression is a stressor that creates an increased risk for mental and physical health concerns for gender-marginalized people. The risks for mental illnesses, because of gender-based oppression, is compounded when an individual holds additional marginalized statuses (e.g., age, race, ethnicity, social class, sexual orientation, ability status, etc.; APA, 2007). Gender bias has also been shown to negatively impact young people’s self-esteem, academic achievement, and vocational aspirations (Kamsler, 1992). Given this negative impact of gender bias, it is important to address gender related discrimination early in adolescents’ lives to mitigate the harmful ramifications of living in a sexist society. Gender-responsive youth programs are extracurricular, community-based organizations that incorporate the specific concerns of girls and gender non-conforming youth into organizational policies, practices, and activities. Girls Rock is a music-based, gender-responsive youth program that teaches young people empowerment through music. The resulting grounded theory model of the Girls Rock Camp Alliance positions authentic relationships as the active ingredient that makes Girls Rock camps effective worldwide. This model can be used to understand the components of a successful Girls Rock camp and can be adapted to gender-responsive youth programs of any discipline.

No description available.

Researchers have found that 40 to 50 percent of youth's time can be classified as free or residual, which yields great opportunities for their participation in leisure and recreation activities. When all structured voluntary activities available to youth are considered, the greatest amount of time is spent participating in youth sports. Organized sports participation has been associated with positive developmental outcomes (e.g., healthier lifestyle; increases in self-efficacy; enhanced academic achievement); however, not all experiences are positive. Research has found that the context of the activity contributes significantly to participation being associated with positive or negative outcomes. Understanding important contextual elements related to sports participation, particularly as viewed by key stakeholders (e.g., coaches and players), is important in developing quality experiences that promote beneficial growth. The purpose of this study was to explore the potential of youth basketball as a positive developmental context. More specifically, it examined: (1) the outcomes associated with participation as identified by coaches of youth sport select teams; (2) the methods used by coaches to promote positive development; (3) the perceptions of the players related to coaching intentions and behaviors; and (4) the fidelity with which coaches carry out their identified coaching methods in practices and games. Findings indicated that coaches and players were able to accurately identify desired goals and methodologies along three domains: (1) player improvement; (2) development of life skills; and (3) enjoying the playing experience. One outcome theme showing inconsistency across the respondent groups was the identification of enjoying the playing experience, which was not identified by the player group. This inconsistency, however, did not show up when the respondents were identifying methodological approaches. Further analysis of sub-themes indicated considerable variation between coach and player responses. In addition, data obtained through observation corroborated the major thematic findings; however, when discrepancies existed the data revealed closer association to player responses. Player's also offered insight regarding personal goals and positive developmental outcomes they attributed to participation. Observational data also confirmed a portion of coach and player identified methodologies, but new approaches were also discovered.

This thesis explores the impacts of afterschool programs on youths’ feelings of inclusion and exclusion in small communities. A case study of the Fusion Youth Activity and Technology Centre in Ingersoll, Ontario was conducted to learn from youth about their experiences growing up, about the challenges they faced and the benefits they gained from participating in Fusion’s programs. This project focused on the youths’ perspectives, and employed various task-centered activities such as visualization and narrative techniques to engage youth and gather data. It also highlighted different tensions between youth and the community and how youth navigate these tensions while growing up. The study found that the space, staff and programs offered by the Fusion Youth Centre do change youths’ feelings of inclusion and exclusion in Ingersoll. However, there remains work to be done to change the systems of exclusions that make youth feel disconnected from their community.

Thesis (M.S.W.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 60-61).

Thesis (M. Phil.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 176-187).

Thesis (Ph. D.)--University of California, Los Angeles, 2004. / Includes bibliographical references (p. 248-269). Also available on the Internet.

After the October Revolution of 1917, one of the primary aims of the Bolshevik Party was the creation of the New Soviet Man and Woman. In the view of the Party, young people, who were presumably more malleable and less influenced by the countrys tsarist past, were the most logical group to become this new Soviet person. This thesis examines the relationship between the Bolshevik Party and young people in the 1920s. It discusses the methods the Party took to influence young people, including the restructuring of the countrys school system, the creation of a national youth organization, the Communist League of Youth (Komsomol), and the development of recreational and leisure activities intended to teach youth the values and behaviours appropriate to Communists. It also examines the experiences of youth under the regime, with attention paid to the different experiences had by urban youth as opposed to rural youth, and young men as distinct from young women. Finally, the thesis attempts to assess the degree to which the Bolshevik Party was successful in creating believers among young people.