Alcohol use in young adults requires continued attention due to the significant number of problems related to alcohol consumption. The alcohol use literature has explored a variety of constructs related to alcohol use in young adults including religiousness. The aims of the current study were to demonstrate the relationships between religiousness and alcohol use, explore the associations between religiousness and descriptive drinking norms, replicate the relationships between drinking norms and alcohol outcomes, and explore the mediating role of descriptive drinking norms on the relationships between religiousness and alcohol outcomes. Three hundred and thirtythree undergraduate students (M=19.72 years old; SD=1.1) completed questionnaires assessing religiousness, descriptive drinking norms, alcohol consumption, and alcoholrelated consequences. Religious commitment and comfort were inversely associated with alcohol consumption and alcohol-related consequences; religious strain was positively associated with alcohol-related consequences but not significantly related to alcohol consumption. Religious commitment and comfort were inversely associated with drinking norms for ones close friends; religious commitment was also inversely related to drinking norms for the average person his/her age. The significance of the relationships between drinking norms and alcohol outcomes depended on the specific drinking norm target; however the majority of drinking norms were positively associated with personal drinking behavior. Finally, perceptions of close friends drinking behavior at least partially mediated the relationships between religious commitment and comfort and alcohol outcomes. This study contributed to the current literature by examining multiple aspects of religiousness and alcohol use, exploring the role of descriptive drinking norms, and empirically testing a theoretical model explaining the role of religiousness in alcohol use.

A clash in perception is taking place. Some perceive predictive genetic testing in young people to be too potentially harmful to allow. Others perceive it to be an opportunity for benefit, even an opportunity for the prevention of harm. In this thesis I consider the issue of potential harm to mature young people who seek predictive genetic tests. / There are two parts to this thesis. In part one (chapters 1-4) I provide a background to the current debate. I describe the prohibitive stance purported within current guidelines, the arguments used to justify this stance and the opposition that has arisen in response. I discuss the psychological and social ways in which young people differ from adults, arguing that it is likely young people will react differently from adults in response to predictive genetic tests. However, I conclude that the lack of empirical evidence means we are unable to determine if these differences will confer a greater potential for harm or benefit when young people are tested. Finally, I present a discussion of two fundamental gaps in our knowledge about testing in young people: a lack of knowledge about current practice and a lack of first-hand evidence about the effects of testing. I argue that empirical research is required. / In part two of this thesis (chapters 5-7) I present the findings of my own empirical research. Firstly, I describe the findings of an international survey of clinical geneticists. Secondly, I describe the outcomes of 18 in-depth interviews performed with young people who have experienced predictive genetic testing for either Familial Adenomatous Polyposis or Huntington Disease. These young people ranged in age from 14 to 25 years. / The international survey uncovered 49 cases where predictive genetic tests had been provided to young people for non-medical reasons. When such tests are provided, the impacts are rarely followed-up as part of a formal research protocol. Clinicians’ reasons for providing and refusing tests are highly varied and are driven more by the nuances of individual cases than by any one ethical principle or set of guidelines. / When young people talk about the predictive genetic tests they have experienced, they refer to the entire experience of being at risk of a genetic condition, not simply the time after receipt of their test result. Young people speak about a far more extensive range of harms and benefits associated with the testing process than have been previously researched. / I argue that some young people growing up at risk of a genetic condition suffer several harms prior to their request for predictive genetic testing, because of their risk status. I argue that when we understand this, it becomes clear that for these mature young people who seek such testing, the provision of a test may not only serve to alleviate some of these harms, but may in fact create benefits for them, irrespective of their test result. In these cases, the provision of a predictive genetic test is appropriate, logical and ethical.

Over the past twenty years there has been growing recognition that young people who have sexually harmed should not simply be treated as younger versions of adult sex offenders. Changes in terminology and recommended treatment reflect the fact that these young people are still developing and have a range of strengths and needs including harmful sexual behaviour. In acknowledging the harm caused by sexual abuse to victims it is also important to see that many young perpetrators have also been victims of abuse, domestic violence and sexual exploitation. Practitioners and Government reports have asserted that work with these young people should be holistic, but this word ‘holistic’ is used with a range of meanings and emphases. This study identifies broadly accepted meanings of working holistically with young people who have sexually harmed and presents associated benefits, challenges and implications for practice. The study used a mixed methods approach, utilising an initial breadth survey of practitioners across England and Wales before focusing in on a depth study based in one city Youth Offending Team. Key themes from the breadth survey were tested during the fieldwork placement with observations and interviews with professionals within the team and external therapists, social workers and residential staff. Additional interviews included contributions from volunteer panel members, young people and a parent. Grounded theory analysis led to the identification of four main themes of holistic work: seeing the whole young person; working with wider family and peers; working in a multiagency way and using a range of creative methods. Findings are discussed in relation to ‘what works’ and ‘evidence based practice’. Each of these areas contributes benefits and challenges to the work and leads to implications for practice. The study concludes with recommendations for practitioners and policy-makers to make work more holistic and effective.

Paper 1: The process of engagement is essential in practice with young people at risk of social exclusion. The elements of success in building this relationship are explored to some extent in the therapeutic literature, but do not necessarily cross the discipline divide to provide clear guidance for youth work practice. This paper explored the elements of success in engaging with vulnerable young people from the perspectives of eleven vulnerable young people and ten practitioners using Personal Construct Psychology methods to elicit and compare perceptions of the process of engagement. Professionals’ personal theories of the causation and prevention of a commonly occurring case study were also investigated for their relationship to the personal constructs guiding their practice. It was found that young people prioritised the affective elements of the relationship, but that pragmatic considerations were also of high importance to them. In contrast, professionals prioritised a commitment to young person well-being, followed by factors supporting the well-being of the practitioner including self reflection. Implications for practice include an appreciation of the factors important to young people, such as genuine warmth and affect, and pragmatics that make a worker more accessible such as ad hoc availability and approachability. Paper 2: Vulnerable young people access services such as Youth Services and Youth Offending Services. Professionals in this sector have limited access to Educational Psychology. Educational Psychologists are increasingly working outside traditional settings in Community Educational Psychology roles, however more evidence is needed to illustrate the diverse possibilities of practice. This paper explores the role and perceived impact on practice of a Community Educational Psychologist coaching six, monthly sessions of Solution-Focused peer supervision with three professional peer groups from Youth Services, Youth Offending Services and Police Youth Intervention. Personal construct shifts regarding the elements of success in engaging with vulnerable young people were measured pre- and post-intervention along with role and impact themes identified through observation diaries and post-intervention semi-structured interviews. Findings included the importance of the non-intervention specific elements of the psychological supervision, the impact of Solution-Focused techniques as both a tool and process for professional development, and recommendations for further support for professionals working with vulnerable young people.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-15T15:50:46Z No. of bitstreams: 1 DISS_2015_Aparecida Borralho Dias de Carvalho.pdf: 2416786 bytes, checksum: d395310a1cbd0ad3a17711e1abd38548 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-16T10:37:10Z (GMT) No. of bitstreams: 1 DISS_2015_Aparecida Borralho Dias de Carvalho.pdf: 2416786 bytes, checksum: d395310a1cbd0ad3a17711e1abd38548 (MD5) / Made available in DSpace on 2017-02-16T10:37:10Z (GMT). No. of bitstreams: 1 DISS_2015_Aparecida Borralho Dias de Carvalho.pdf: 2416786 bytes, checksum: d395310a1cbd0ad3a17711e1abd38548 (MD5) Previous issue date: 2015-12-07 / Esta dissertação investiga as articulações existentes entre duas instituições públicas de Cuiabá, Mato Grosso, Secretaria de Estado de Educação (SEDUC) e Secretaria de Justiça e Direitos Humanos (SEJUDH), ambas voltadas para a garantia da educação e do direito à integridade dos jovens adolescentes que se encontram privados de liberdade –, e a Escola Estadual Meninos do Futuro, a qual integra o Centro Socioeducativo Pomeri, instância maior responsável pela manutenção das unidades que acolhem jovens e adolescentes que cometem infrações. O estudo fundamenta-se nos pressupostos da Teoria das Representações de Atores Sociais (Van Leeuwen, 1997; 2008) e da Análise Crítica do Discurso (ACD) de Fairclough (1989, 2001, 2003) e na filosofia do Realismo Crítico de Bhaskar (1989, 2002). Trata-se de um trabalho de pesquisa balizado por uma triangulação teórica de natureza crítica, o que permite descrever e interpretar dados qualitativos colhidos no ambiente escolar, mediante entrevistas com atores sociais, desde gestores até a equipe socioeducativa. A pesquisa norteia-se pelas seguintes perguntas: (1) De que maneira ocorrem as relações da SEDUC com a SEJUDH, na organização, planejamento e gestão da Escola Estadual Menino do Futuro de Cuiabá? (2) Como a SEJUDH vê a SEDUC, o Centro Socioeducativo Pomeri e a Escola Estadual Menino do Futuro”(3) Como a SEDUC percebe a Escola Estadual “Menino do Futuro” e como se organiza no atendimento às demandas de alunos? (4) Que estruturas são necessárias para assegurar uma política de atendimento ao jovem privado de liberdade? Os resultados apontam a falta de uma integração institucional efetiva entre as instituições SEDUC e SEJUDH, na sua organização, planejamento e gestão escolar. Os dados evidenciaram que SEJUDH e SEDUC se vêem de forma equivocada, com responsabilidades distintas, contrariando as orientações do Sistema Nacional de Atendimento Socioeducativo (SINASE). / This study examines the relations between two public institutions of Cuiabá, Mato Grosso: State Department of Education (SEDUC) and Department of Justice and Human Rights (SEJUDH) – both geared at the warranty of education and at the right to justice of young adolescents who are deprived of freedom –, and the State School Meninos do Futuro that is part of Pomeri Social Educational Center, a higher division that is in charge of the units that receive the adolescents who commit infractions. The study is based on the assumptions of the Theory of Representations of Social Actors (Van LEEUWEN, 1997; 2008), Critical Discourse Analysis of Fairclough (1989, 2001, 2003) and the philosophy of Critical Realism of Baskar (1989, 2002). It is a research study marked by a theoretical triangulation of critical nature that makes it possible to describe and interpret qualitative data collected in the school environment by means of interviews with social actors from administrators to the social and educational team. The guiding research questions are: 1) How are the relations between SEDUC and SEJUDH regarding organization, planning and the management of the State School Meninos do Futuro? 2) How does SEJUDH view SEDUC, Pomeri Social Educational Center, and the State School Meninos do Futuro? 3) How does SEDUC view the State School Meninos do Futuro and how is organized to attend the demands of the students? 4) What structures are necessary to guarantee a policy of proper assistance to the young adolescents deprived of freedom? Results show a lack of a proper institutional integration between SEDUC and SEJUDH in its organization, planning and school management. Data demonstrated that relations between SEJUDH and SEDUC are not well articulated in that they view each other with distinct responsibilities, and as a result of that they contradict the guidelines of National System of Social Educational Assistance (SINASE).