The aim of this research, Reading Selection as Information Seeking Behavior: A Case Study with Adolescent Girls, was to explore how the experience of reading fiction affects adolescent girls aged 13 through 15, and how that experience changes based upon four activities: journaling, blogging, a personal interview, and a focus group session. Each participant reflects upon works of her own choosing that she had recently read. The data is evaluated using content analysis with the goal of developing a relational analysis tool to be used and tested with future research projects. The goal of this research is to use the insights of the field of bibliotherapy together with the insights of the adolescent girls to provide a higher, more robust model of successful information behavior. That is, relevance is a matter of impact on life rather than just a match of subject heading. This work provides a thick description of a set of real world relevancy judgments. This may serve to illuminate theories and practices for bringing each individual seeker together with appropriate documents. This research offers a new model for relevant information seeking behavior associated with selecting works of essential instructional fiction, as well as a new definition for terminology to describe the results of the therapeutic literary experience. The data from this study, as well as from previous research, suggest that literature (specifically young adult literature) brings the reader to a better understanding of herself and the world around her.

Unga vuxna typ 1 diabetiker i åldern 18-29 år har inte optimal diabetes-behandling. Insulin saknas och glukos kan inte transporteras till kroppens celler. Egenvård måste ske i form av insulintillförsel, regelbundna måltiderna och blodsockerkontroller. Behandlingsmålet är ett normalt liv och hindrande av långtidskomplikationer. Syftet med litteraturöversikten var att beskriva hinder och möjligheter av betydelse för egenvård hos unga vuxna med diabetes typ 1. Systematisk litteraturöversikt i tre olika databaser resulterade i elva vetenskapliga artiklar. Två kategorier framkom: Hinder och resurser för egenvård, vilka delades i subkategorierna vårdrelation vid transition, kommunikation vid transition, sociala relationer och patientens autonomi. Livet förändras i många avseenden i åldern 18-29 år. Det egna ansvarstagandet, autonomin och delaktigheten påverkas av bristande rutin, ostrukturerad livsstil, stress, dåliga vanor, felprioriteringar och bristande motivation. Patientens kontroll av sjukdom och egenvård är en viktig inre resurs som kan stärkas genom fortsatt utbildning, vilket resulterar i ökad delaktighet. Överföring mellan vårdgivare och tillgänglighet måste förbättras. Sjuksköterskans kunskap om samband mellan egenvårdsförmåga och motivationshöjande terapimetoder måste fördjupas och vidare forskning för att hitta åtgärder som främjar egenvården måste göras. / Young adult type 1 diabetics aged 18-29 do not have optimal diabetes treatment. Insulin is missing and glucose can not be transported to the body's cells. Self-care such as insulin administration, regular meals and bloodsugar controls must be done. The treatment goal is normal life and prevention of long-term complications. The purpose of the literature review was to describe obstacles and possibilities of self-care in young adults with type 1 diabetes. Systematic literature review in three different databases resulted in eleven scientific articles. Two categories emerged: Obstacles and resources for self-care, which were divided into subcategories care relationship at transition, communication at transition, social relations and patient autonomy. Life is changing in many respects between the ages of 18 and 29. Responsibility, autonomy and participation are affected by lack of routine, unstructured lifestyle, stress, bad habits, bad priorities and lack of motivation. The patient's control over disease and self-care is an important internal resource that can be strengthened through continuing education, resulting in increased participation. Transfers between healthcare providers and accessibility must be improved. Nursing knowledge about self-reliance and motivational therapy methods needs to be deepened and further research to find actions that promote selfesteem must be done.

The practice of secondary world building, the creation of a fantasy realm with its own unique laws and systems has long been a tradition within the genre of fantasy writing. In many notable cases, such as those publications by J.R.R. Tolkien and H.P. Lovecraft, folklore exhibited in the world of the reader has been specifically used not only to construct these fantasy realms, but to add depth and believability to their presentation. The universe of J.K. Rowling’s Harry Potter series demonstrates this same practice of folklore-as-world-building, yet her construction does much more than just create a fantasy realm. By using both folklore which predates her writing as well as created elements which while unique to her secondary world specifically reflect the world of the reader, Rowling is able to create a fantasy realm which is highly political, complex and multivocal, yet still accessible to young readers through its familiarity. Specifically through her use of cryptids, belief representation, and folk narratives both invented and recontextualized, Rowling is able to juxtapose her fantasy universe to the real-world of the reader, in effect inventing a believable secondary world but also demonstrating to young readers the ways in which her writing should be interpreted.

Well-meaning educators often recommend more "boy" books to increase reading motivation amongst boys. This experimental mixed-methods study investigated the influence of the "boy" book/ "girl" book phenomenon on willingness to read using a researcher-designed instrument called the Textual Features Sort (TFS). The TFS measured two attitudinal constructs—gendered beliefs about texts and willingness to read—in relation to individual textual features of selected young adult novels. Data came from 50 sixth and seventh grade students at a mid-sized public school in a rural New England state. Mean scores, frequencies, and percentages were analyzed using independent samples t-tests, paired t-tests, and Fisher's exact test. Qualitative data was used to explain quantitative results. Findings indicate that boys were not more willing to read "boy" books than other books, nor less willing to read books with female protagonists. Boys were significantly less willing to read "girl" books, though individual textual features of a single novel elicited different gendered beliefs along with varying degrees of willingness to read. Girls were significantly less willing to read a novel if it was first sorted as a "boy" book. Research revealed a widespread belief in social consequences for a boy carrying a "girl" book down the hallway, that did not hold for girls. Findings suggest that sociocultural constructions of gender inhibit both boys and girls as readers, though to varying degrees, and challenge the notion that highly gendered and heteronormative assumptions about books and reading practices will increase willingness to read among young adolescent boys.

This study examined associations between attachment styles, relational aggression and victimization, and sexual behavior in the context of romantic relationships during emerging adulthood. The sample included 306 college students attending an urban university in the southeastern United States. Multiple regression analyses indicated that individuals with dismissive and fearful attachment reported higher levels of relational aggression, and individuals with fearful and preoccupied attachment reported higher rates of relational victimization as compared to those with secure attachment. Neither relational aggression nor relational victimization accounted for a significant portion of the variance in sexual behaviors. However, significant three-way interactions were found that indicated dismissive and secure attachment style, as compared to other attachment styles, moderated associations between relational victimization and sexual behavior and that the strength of these relations differed by gender. These findings highlight the complexity of these interrelations and have important implications for prevention and intervention efforts.

The field of bereavement research is currently lacking empirical studies examining grief in adolescent and young adult populations. Furthermore, the roles of religion (Hays, & Hendrix, 2008), meaning-making (Park, 2005) and post-bereavement personal growth (Davis, 2008), all of which are critical to understanding the loss experiences of people in these age groups (Balk, & Corr, 1996), have yet to be enumerated in a reliable way in the literature. Stroebe (2004) has emphasized the need to improve methods and measurement tools by including more thorough measures of religious coping and bereavement experience. The current study aimed to clarify the process of meaning-making following the loss of a loved one by testing a mediational model in which the use of positive religious coping methods influence the maintenance or development of adaptive core beliefs, which in turn produce favorable outcomes. Data were collected in a survey format from 222 college students, and analyzed using structural equation modeling to test the data against Baron and Kenny’s (1986) criteria for mediation. The data do not support a mediational model of meaning-making for the current sample, but an acceptable model of the effects of world assumptions on outcome variables was developed. The data suggest that while all core beliefs are important to the process of personal growth following a loss, beliefs regarding self-worth are the strongest predictors of positive outcomes and stronger beliefs in the randomness of events are problematic.

Sexual objectification has become a pervasive problem, negatively affecting the mental and physical health of many women. Understanding the influence of visual media, social-support networks and social interactions on young women's health is essential to addressing issues related to objectification. We do not have an in-depth understanding of how Black and White young adult women make meaning of objectification. Further, the existing literature suggests that experiences of objectification are likely different for Black and White women. The current research employed two studies, one qualitative and one quantitative, to address these particular gaps. Study 1 used focus groups to assess young Black and White women’s attitudes and experiences related to objectification. Four focus groups were conducted with university students, two with White women (N=11) and two with Black women (N=17). Results indicated that sexual objectification is a complex and unfortunate reality in the women’s daily lives; driven by the media, men and even other women. Participants’ immediate responses to objectifying experiences are multi-faceted and the potential consequences of long-term exposure can be detrimental to a woman’s well-being. Racial differences arose in relation to standards of beauty as well as examples of and reactions to objectifying experiences. Study 2 study assessed two different models of sexual objectification for White and Black women. Female, undergraduate and graduate students completed an online questionnaire about sources of objectification; 155 White women and 173 Black women were included in the analyses. The results suggest there are significant relationships between certain sociocultural sources of objectification, body image preoccupation and the associated consequences of depression, eating disturbances. Skin color dissatisfaction was an additional negative outcome for Black participants. The models for Black and White participants were not equivalent. Understanding how women experience sexual objectification and racial differences has implications for how objectification and related outcomes are measured. This information also has implications for developing appropriately tailored programming related to the objectification and psychological well-being of women. The information from these studies can hopefully be used to inform individuals of the risks associated with sexual objectification, as well as develop educational programs on college campuses.

This thesis contains the first two acts of a novel about a young girl named Isabeau Jones. After the mysterious drowning death of her mother, Isabeau attempts to find her place as a girl, as a student, as a preternaturally gifted baseball player and as an outsider in a rural East Texas community that does not look kindly on difference. Throughout the novel, Isabeau attempts to negotiate what it means to be female, academically ambitious, physically active and independent in a rural life that does not encourage such qualities in girls. While she navigates her tumultuous relationships with the men in her life, Isabeau also learns more and more about her mother and, eventually, she discovers for herself the kind of woman she can and wants to become.

In the early 1980s, a particular kind of “tween” (children aged 10-14) ghost story emerged. Through examining multiple examples of tween ghost stories (such as Wait Till Helen Comes by Mary Downing Hahn, Stonewords by Pam Conrad, and Time Windows by Kathryn Reiss), this paper illustrates the ways in which these stories are remarkably consistent in nature, and then investigates this sub-genre’s specific and consistent articulation of the struggle of moving away from childhood and into the teenage years. By using a ghost to create a situation so off balance (a ghost who is stuck, a protagonist who is in flux), the tween ghost story is uniquely and cleverly designed to help the protagonist navigate through the scary situation of growing up.

The world today is globalized like never before and with countries becoming more multicultural it is important to strive towards an intercultural society. This essay aims to answer the question “In what ways can one teach representation in the intercultural classroom through fantasy literature?”. That is, to illustrate and exemplify how one can use fantasy literature in the English classroom to give students intercultural knowledge through discussions on representation and intersectionality. The discussions in the essay are based in the democratic values stated in the Swedish course curriculum for upper secondary school (Gy11) in relation to the theoretical background. With examples from the book Who Fears Death by Nnedi Okorafor, the essay breaches both difficult and sensitive subjects that can be discussed to make certain issues less alien for the reader. Cultural diversity is magical and it is important that students get the right tools to form deep relationships across cultural borders, and the fantasy genre is a great tool to use in the classroom to lessen these bridges between different cultures since the genre creates an arena for intercultural meetings where ‘the other’ is in focus, which reduces the alienating aspect of different cultures and identities.