The symptoms of adolescent depression are often dismissed as quirks of the age—increased irritability or agitation, lack of concentration, frequent complaints, sleep disturbances, eating disturbances, decrease in grades or missed assignments. The impact of these symptoms reaches deeply into the both the academic and social lives of these adolescents. Exercise is beginning to emerge as a potential alternative to standard drug treatment for depression; however, very little research has been conducted with adolescents. The purpose of this case study is to describe the experiences (thoughts, feelings and actions) of four adolescent males with symptoms of depression from multiple perspectives, while they were participating in a daily aerobic exercise program. Throughout an eight-week program of daily three-on-three basketball scrimmages led by the researcher, four “at risk” boys aged 10-13 were invited to describe their experiences: their thoughts, feelings, attitudes and their beliefs about their social and academic life. Their parents and teachers also shared their perspectives through questionnaires, interviews and informal conversations. Researcher observations and field notes made by the researcher throughout the school day, in addition to the other data were used in a cross-case analysis to develop an understanding of exercise and its effects on the social, emotional, and academic lives of these boys. / Thesis (Master, Education) -- Queen's University, 2008-12-16 10:16:52.226

This study explored the development of musical self-efficacy and musical self-image in 35 young adolescents choral musicians engaged in a vocal improvisation program. A mixed methods methodology was employed. Quantitative measures were conducted through a survey instrument developed for this study based on a five-fold theoretical structure of efficacy development. Using a sequential explanatory design, quantitative data was followed by interviews, written reflections, and participant and teacher/researcher field notes. Participants were engaged in daily vocal improvisation activities for 16 weeks. Four transitions points in the study demarcated data collection segments. Transitions consisted of two participant observations and two improvisation concert performances. Findings indicate significant increases in two efficacy source factors: mastery experience and peer vicarious experience. Vocal improvisation facilitated mastery experience perceptions of vocal development through vocal range expansion. Interactive peer vicarious experiences were found to be an important source of efficacy information and an essential feature of musical self-efficacy development. The musical self-efficacy journey was found to be one of ebb and flow as participants struggled to negotiate the musical and social challenges of vocal improvisation. Findings from this study suggest differences in the ways girls and boys negotiated the musical and social challenges of vocal improvisation. Despite the inherent struggles of participants to negotiate these challenges, vocal improvisation provided a rich environment for the study of musical self-efficacy and musical self-image development. Musical self-image was revealed through multifaceted perceptions of musical/creative growth, participant self-regulatory actions and the values participants ascribed to the improvisation experience. Study findings include teacher/researcher reflections on the experience of teaching vocal improvisation in a middle school choral classroom. These reflections include an analysis of teacher identity tensions related to the creative development of students and the performance expectations of the teacher and the musical community.

Esta dissertação apresenta a pesquisa realizada em uma escola privada na região do Vale dos Sinos e busca compreender o conceito de violência escolar e incivilidade a partir de diferentes autores e das falas dos alunos e professores. Aborda, também, o modo como esses jovens adolescentes constroem a sua identidade pessoal através da vivência no cotidiano escolar tendo em vista a forma de tratamento conferida a eles pelos professores e colegas. Além disso, esse estudo busca compreender a prática de encaminhamentos de alunos ao setor pedagógico, prática essa estabelecida na escola pesquisada, que ocasiona, muitas vezes, uma ruptura de comunicação entre os jovens alunos e seus respectivos professores. Essas experiências conformam práticas e resultam em um clima de tensão, insegurança e medo, gerando, dessa forma, relações conflituosas no espaço escolar. Esses conflitos, vividos na escola pesquisada, refletem um movimento de resistência dos alunos às práticas pedagógicas normatizadoras. / This research was carried out on a private school in the state of Rio Grande do Sul. It has as main objective to comprehend the concept of school violence and incivility based on different authors and on the speech of teachers and students. This study also approach to the way these young adolescents build their personal identity through the life experience on school, considering the way they are treated by their teachers and classmates. Besides, this research intends to understand the practice of the student’s direction to the pedagogical sector. It’s important to mention that this practice, established on the school researched, causes, several times, a communication fault among the young students and their respective teachers. These experiences accommodate practices and results in a tense, insecure and fearful atmosphere, generating a conflictive relationship on the school’s space. This conflicts, lived on the researched school, reflect a resistant movement of students in relation to normative pedagogical practice.

Esta dissertação apresenta a pesquisa realizada em uma escola privada na região do Vale dos Sinos e busca compreender o conceito de violência escolar e incivilidade a partir de diferentes autores e das falas dos alunos e professores. Aborda, também, o modo como esses jovens adolescentes constroem a sua identidade pessoal através da vivência no cotidiano escolar tendo em vista a forma de tratamento conferida a eles pelos professores e colegas. Além disso, esse estudo busca compreender a prática de encaminhamentos de alunos ao setor pedagógico, prática essa estabelecida na escola pesquisada, que ocasiona, muitas vezes, uma ruptura de comunicação entre os jovens alunos e seus respectivos professores. Essas experiências conformam práticas e resultam em um clima de tensão, insegurança e medo, gerando, dessa forma, relações conflituosas no espaço escolar. Esses conflitos, vividos na escola pesquisada, refletem um movimento de resistência dos alunos às práticas pedagógicas normatizadoras. / This research was carried out on a private school in the state of Rio Grande do Sul. It has as main objective to comprehend the concept of school violence and incivility based on different authors and on the speech of teachers and students. This study also approach to the way these young adolescents build their personal identity through the life experience on school, considering the way they are treated by their teachers and classmates. Besides, this research intends to understand the practice of the student’s direction to the pedagogical sector. It’s important to mention that this practice, established on the school researched, causes, several times, a communication fault among the young students and their respective teachers. These experiences accommodate practices and results in a tense, insecure and fearful atmosphere, generating a conflictive relationship on the school’s space. This conflicts, lived on the researched school, reflect a resistant movement of students in relation to normative pedagogical practice.

Esta dissertação apresenta a pesquisa realizada em uma escola privada na região do Vale dos Sinos e busca compreender o conceito de violência escolar e incivilidade a partir de diferentes autores e das falas dos alunos e professores. Aborda, também, o modo como esses jovens adolescentes constroem a sua identidade pessoal através da vivência no cotidiano escolar tendo em vista a forma de tratamento conferida a eles pelos professores e colegas. Além disso, esse estudo busca compreender a prática de encaminhamentos de alunos ao setor pedagógico, prática essa estabelecida na escola pesquisada, que ocasiona, muitas vezes, uma ruptura de comunicação entre os jovens alunos e seus respectivos professores. Essas experiências conformam práticas e resultam em um clima de tensão, insegurança e medo, gerando, dessa forma, relações conflituosas no espaço escolar. Esses conflitos, vividos na escola pesquisada, refletem um movimento de resistência dos alunos às práticas pedagógicas normatizadoras. / This research was carried out on a private school in the state of Rio Grande do Sul. It has as main objective to comprehend the concept of school violence and incivility based on different authors and on the speech of teachers and students. This study also approach to the way these young adolescents build their personal identity through the life experience on school, considering the way they are treated by their teachers and classmates. Besides, this research intends to understand the practice of the student’s direction to the pedagogical sector. It’s important to mention that this practice, established on the school researched, causes, several times, a communication fault among the young students and their respective teachers. These experiences accommodate practices and results in a tense, insecure and fearful atmosphere, generating a conflictive relationship on the school’s space. This conflicts, lived on the researched school, reflect a resistant movement of students in relation to normative pedagogical practice.

No description available.

This study evaluates whether it is viable to implement non-standardised thematic projection media when dealing with the young adolescent. The selection was based on the results of a pilot study involving fifty young adolescents. The young adolescents chose cards that reflected salient issues in their lives. The sample responded positively and spontaneously to the non-standardised thematic projection media implemented. A review of the results revealed that non-standardised thematic projection media can be used effectively in diagnosis and therapy and thus has viability when used with the young adolescent. The clients chose cards that appealed to their frames of reference. The use of non-standardised thematic projection media enhances the counselling relationship. It increases the understanding of the client and aids the therapist in clarifying therapeutic goals. It allows the therapist to act as an emotional container. By including guidelines for the selection and interpretation of non-standardised thematic projection media the researcher wishes to make a contribution in the repertoire of the educational psychologist when dealing with the young adolescent. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)

This study evaluates whether it is viable to implement non-standardised thematic projection media when dealing with the young adolescent. The selection was based on the results of a pilot study involving fifty young adolescents. The young adolescents chose cards that reflected salient issues in their lives. The sample responded positively and spontaneously to the non-standardised thematic projection media implemented. A review of the results revealed that non-standardised thematic projection media can be used effectively in diagnosis and therapy and thus has viability when used with the young adolescent. The clients chose cards that appealed to their frames of reference. The use of non-standardised thematic projection media enhances the counselling relationship. It increases the understanding of the client and aids the therapist in clarifying therapeutic goals. It allows the therapist to act as an emotional container. By including guidelines for the selection and interpretation of non-standardised thematic projection media the researcher wishes to make a contribution in the repertoire of the educational psychologist when dealing with the young adolescent. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)

The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling)