The purpose of this qualitative, grounded theory study was to explore the concept of food literacy as it relates to well-being from the perspective of young Canadian adults who recently transitioned to independent living. Seventeen individual, interviews were conducted with Canadian university students. Results suggest that while young adults value “healthy” eating, they are at risk for leaving their family homes lacking necessary food literacy required to make healthy food choices, sustain healthy food relationships and be well. Results suggest that significant challenges exist with regard to acquiring/utilizing food literacy, which appear to influence food choices, health and well-being. Findings indicate that young adults could benefit from expanding their views on food to encompass cultural and environmental knowledge. This thesis adds value to the existing literature by exploring the components of food literacy and connections to well-being.

This research explores the narratives told by five young adults aged 18 to 25 about their journeys of transitioning out of a large residential treatment facility into less structured settings, in Calgary, Alberta. Participants engaged in in-depth interviews designed to elicit storytelling regarding their time in care. Interviews were transcribed and analyzed using a narrative lens, paying particular attention to the way participants told their stories. Three main storylines emerged from participants’ narratives, including; standardized approaches in residential care, multiple interpretations of what “independence” looks like, and life “after care”. The findings in this study raise questions about the over reliance on behaviour management models within residential care, the limited role of young people in planning and decision making, and restrictive indicators of “successful” transitions. These findings suggest the need for multiple treatment strategies and approaches that are responsive to individual needs and circumstances, especially when making the transition out of care. / Graduate

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 1, 2008) Includes bibliographical references.

Thesis (M.A.)--University of Nevada, Reno, 2005. / "August, 2005." Includes bibliographical references (leaves 80-88). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (M.A.)--Carleton University, 2005. / Includes bibliographical references (p. 112-119). Also available in electronic format on the Internet.

Thesis (Ph. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 114 p. Includes abstract. Includes bibliographical references (p. 72-80).

Thesis (M.S.)--Auburn University, 2008. / Abstract. Includes bibliographical references (p. 60-66).

Thesis(M.S.)--Auburn University, 2006. / Abstract. Includes bibliographic references (p.63-73).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 192-195).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed June 17, 2008). PDF text: ix, 131 p. : ill. ; 1 Mb. UMI publication number: AAT 3293919. Includes bibliographical references. Also available in microfilm and microfiche formats.