本研究旨在探讨与青少年自我概念有关的三方面问题。首先是关于青少年自我概念的来源。在符号互动理论和依恋理论的指导下，已有研究揭示了他人的评价以及个体与他人的关系质量对自我概念的影响。但这些研究通常只关注父母、老师或者同伴之一对被试的评价或者与被试的关系质量对被试自我概念的影响。这使得父母、老师和同伴在自我概念形成过程中的相对重要性，以及他人评价与关系质量之间可能存在的交互作用没有得到充分的研究。因此，本研究调查了父母、老师和朋友对青少年的评价及与青少年的关系对青少年多维度自我概念 （学业、社会、体育、外貌、行为）的影响。具体来说，我比较了父母、老师和朋友在各维度的自我概念形成过程中的相对重要性，并探索了他人评价与关系质量之间可能存在的交互作用。其二，鉴于以往研究显示了多维度自我概念与总体自我价值感之间的紧密联系，以及这种联系可能存在的文化差异，我在一个尚未得到充分研究的群体，即，中国农村青少年，中探索了它们之间的关系。其三，鉴于以往研究对留守儿童自我概念发展的争论，我探索了留守儿童和与父母生活在一起的儿童在自我概念平均水平上及他人对自我概念的影响作用上可能存在的差异。 / 本研究调查了中国四川农村地区的799个7到12年级的中学生（其中包括175个留守儿童）。主要的研究结果如下：（1）在不同的理论视角下，父母、老师和朋友在自我概念的不同维度上所起作用不同。从符号互动理论来看，朋友的评价对各个维度的自我概念几乎都有着最重要的影响。从依恋理论来看，朋友关系质量对社会自我的影响最大，但对学业自我和体育自我没有特别的影响。师生关系质量对学业自我和体育自我的影响最大。他人评价与关系质量之间的交互作用具体有：与老师的关系越好，自己对外貌的评价便与老师的评价越相近；与朋友的关系越好，自己对行为的评价便与朋友的评价越接近。（2）对本研究中的中国农村青少年而言，在外貌和行为方面的自我概念与总体自我价值感之间的关系最紧密。（3）留守儿童与和父母生活在一起的儿童在自我概念的形成方面基本相似。不同之处在于：留守女孩与父母关系更差；留守儿童对自己外貌的评价与老师的评价联系更紧密，而与父母的评价联系更小。 / 本研究对于帮助我们更好的理解青少年自我概念的形成有一定的贡献。首先，它揭示了父母、老师和朋友在自我概念不同维度的形成过程中的相对重要性， 并且揭示了他人评价与关系质量之间可能存在的交互作用。其次，它揭示了在中国农村青少年中多维度自我概念与总体价值感之间的关系。再次，它在一定程度上澄清了前人关于留守儿童自我概念发展的争论。此外，它展示了同时从不同理论视角，研究多种社会情境对儿童发展的影响的优势。最后，它为提升自我价值感的项目和留守儿童相关政策的制定提供了理论依据和建议。 / This study aims to explore three aspects of adolescents’ self-concept development. The first and primary aspect concerns the potential influential factors of self-concept. Previous research built on symbolic interactionism or attachment theory suggests the effect of reflected appraisal and relationship quality on self-concept respectively. However, usually either reflected appraisal or relationship quality alone was examined in single context (e.g., parent), thus, leaving their potential interactive effect and the relative importance of different contexts underexplored. This study, therefore, mainly focused on the concurrent relationship between reflected appraisal, relationship quality and the multi-domain self-concept (i.e., academic, social, athletic, appearance and behavioral) in multiple contexts (i.e., parents, teachers and peers). Specifically, relative importance of different contexts and the interactive effects of reflected appraisal and relationship quality in different domains were investigated. The second aspect considered the relationship between domain-specific self-concept and self-esteem. Previous studies suggested the effect of domain-specific self-concept, but the relative importance of different domains may vary across cultures. Thus, this study explored their relative importance in an underexplored culture, rural China. The third aspect concerned potential effect of left-behind status (left-behind children vs. children living with parents) on self-concept development. Since limited existing works provided inconsistent findings, I, specifically, tested the potential effects on mean-level self-concept and related factors (i.e., reflected appraisal and relationship quality) as well as their relationship. / A cross-sectional survey was conducted in rural areas of Si Chuan, China. Participants are 799 adolescents ranging from grade 7 to 12 (175 left-behind children). Major findings of this study were as follows: (1) The relative importance of parents, friends and teachers differed across domains of self-concept and theoretical perspectives. From the interactionism perspective, parents’, friends’ and teachers’ appraisals all could explain unique variance of self-concept in most domains but friends’ appraisals tended to be most important in all domains. From the attachment perspective, relationship quality with friends was most important in social domain but could not explain unique variance of self-concept in academic and athletic domain, where teachers are most influential. Significant interactive effect of reflected appraisal and relationship quality was found in peers’ context (in behavioral conduct) and teachers’ context (in physical appearance) but not in parents’ context. (2) Physical appearance and behavioral conduct domain were most predictive of self-esteem. (3) Left-behind children were similar to children living with parents except that left-behind girls had lower relationship quality with parents and left-behind children’s self-evaluation of physical appearance was more associated with parents’ appraisals than teachers’ appraisals. / Theoretically, this study contributes to our understanding of adolescents’ self-concept development by demonstrating (1) the relative importance of parents, friends and teachers in different domains of self-concept and the interactive effect of reflected appraisal and relationship quality; (2) relationship between domain-specific self-concept and self-esteem in a underexplored population, rural China; (3) left-behind status variation on self-concept development. It also underscores the merit of multi-context study and taking different theoretical perspectives. Practically, it provides evidence and advice for self-esteem enhancement programs and policies regarding left-behind children. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Hou, Yang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 83-101). / Abstracts and appendixes also in Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.v / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.x / Chapter Chapter 1 --- : introduction --- p.1 / Chapter 1.1 --- Self-concept --- p.4 / Chapter 1.1.1 --- Definition and measurement of self-concept --- p.4 / Chapter 1.1.2 --- The value of self-concept in child development --- p.5 / Chapter 1.1.3 --- Self-concept in adolescence --- p.6 / Chapter 1.2 --- Potential influential factors of self-concept --- p.7 / Chapter 1.2.1 --- Symbolic interactionism perspective --- p.8 / Chapter 1.2.2 --- Attachment theory perspective --- p.14 / Chapter 1.2.3 --- Potential interactive effect of reflected appraisal and relationship quality --- p.18 / Chapter 1.3 --- Relationship between domain-specific self-concept and global self-worth --- p.20 / Chapter 1.4 --- Left-behind children --- p.24 / Chapter 1.4.1 --- Self-concept of Left-behind children --- p.25 / Chapter 1.4.2 --- Social relationships of left-behind children --- p.26 / Chapter 1.4.3 --- Reflected appraisals of left-behind children --- p.29 / Chapter 1.5 --- The current study --- p.30 / Chapter Chapter 2 --- : method --- p.33 / Chapter 2.1 --- Participants --- p.33 / Chapter 2.2 --- Procedure --- p.35 / Chapter 2.3 --- Measurements --- p.35 / Chapter Chapter 3 --- : Results --- p.40 / Chapter 3.1 --- Descriptive statistics --- p.40 / Chapter 3.2 --- The relationship between reflected appraisals, relationship qualities and self-appraisals in five specific self-concept domains --- p.43 / Chapter 3.2.1 --- Academic competence domain --- p.44 / Chapter 3.2.2 --- Social competence domain --- p.46 / Chapter 3.2.3 --- Athletic competence domain --- p.48 / Chapter 3.2.4 --- Physical appearance domain --- p.51 / Chapter 3.2.5 --- Behavioural conduct domain --- p.54 / Chapter 3.2 --- Relationship between domain-specific self-concept and global self-concept --- p.55 / Chapter 3.3 --- Potential effect of left-behind status on children’s self-concept development --- p.57 / Chapter Chapter 4 --- : discussion --- p.61 / Chapter 4.1 --- Potential influential factors of self-concept --- p.61 / Chapter 4.1.1 --- Age and sex variation on the effect of others’ appraisals and relationship qualities with others on adolescents’ self-concept --- p.61 / Chapter 4.1.2 --- Relative importance of parents’, peers’ and teachers’ effect --- p.63 / Chapter 4.1.3 --- Interactive effect of reflected appraisal and relationship quality --- p.71 / Chapter 4.2 --- Relationship between domain-specific self-concept and global self-worth --- p.72 / Chapter 4.3 --- Self-concept development of left-behind children --- p.75 / Chapter 4.3.1 --- Mean level difference in self-concept, reflected appraisal and relationship quality --- p.75 / Chapter 4.3.2 --- Influence of parents, friends and teachers on left-behind children’s self-concept --- p.78 / Chapter 4.4 --- Limitation and future direction --- p.79 / Chapter 4.5 --- Conclusion --- p.81 / Chapter References --- p.83 / Chapter Appendix A --- : Self-Perception Profile for Children --- p.102 / Chapter Appendix B --- : Reflected appraisal scales --- p.104 / Chapter Appendix C --- : Relationship quality scales --- p.105

Relapse is a common occurrence in the treatment of adolescent substance abuse. It is estimated that one out of three adolescents will relapse after treatment termination. Although much attention has been given to family factors which influence an adolescent's use and abuse of drugs, this same vigorous attention has not been given to determining if family factors play a role in an adolescent resuming drug use after treatment termination. It has been theorized that the same family factors which increase the risk of an adolescent to use and abuse drugs also can help in gaining an understanding of why relapse occurs. Three prominent theories used to explain family factors associated with drug use/abuse and relapse are genetic and social learning theories, and family dysfunction. The purpose of this study was to investigate if familial factors, as proposed from the theories presented, were predictive of relapse. The sample in this study consisted of 31 adolescents who entered drug treatment between 1986 and 1988. Follow-up data of the adolescent's pattern of drug use since treatment discharge were collected through telephone interviews with the parent or guardian of the adolescent one and a half to nineteen months after treatment. The family information used in this study was collected through self-report questionnaires given to the adolescent at time of treatment. Specific family variables used in this study were: parental and sibling substance abuse history, number of parents in residence, past experience of physical and/or sexual abuse, and history of running away from home. Regression analyses were used to assess if these family variables were associated with relapse. Results of the data analyses found partial support for genetic and social learning theories of relapse, as well as relapse from a family dysfunction perspective. Findings indicated that adolescents who lived with only one parent or neither parent in comparison to those who lived with both parents, those who had experienced physical and/or sexual abuse, and those who perceived their father as not having a history of substance abuse were more at risk to relapse. Findings further indicated a cross-gender effect in that male adolescents who reported mother as having a substance abuse history were more likely to relapse. This same finding was not found for females in this study. The results indicate that given specific family dynamics, a sub-population of adolescents may be targeted on entrance to treatment to be at greater risk to relapse. / Graduation date: 1991

This paper explores the reality of a queer individuals life and the reality of a mother of a queer individual, where the author himself and his mother are the subjects. The paper seeks to explore these person's experiences/realities using both an autoethnographic approach and a life history approach. Coming from a postmodern and feminist position the author delves into such issues as power, oppression, social construction, personal voice, and identity. Personal narratives and academic literature within this paper are going to display queer realities and the broad range of oppression (such as heterosexism, homophobia and gendering) that they face (in educational, familial, and religious settings) and the experiences of a mother who has a queer child (such as emotional reactions, lack of resources/information). / The methodologies used within this paper also seek to explore and expand the use of alternative forms of academic research, focusing on the autoethnographic approach. Personal narratives, emotions and experiences take center stage within the body of this paper and seek to represent the realities of queer youth and their families to the reader, and hopefully, expose the need for more queer awareness, education, and advocacy.

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The nuclear family historically has been characterized by two parents and children living together. Parents were the primary significant others who provided the stimuli and support needed for children's success in school. In single-parent families, the traditional support structure is weakened. A growing number of adolescents are brought up in single-parent homes. This raises a question regarding the quality of relationship between students and parents in one-parent households. It also raises a question regarding the role that other individuals and groups play in counseling and supporting students in one-parent households. This study was conducted to determine if achieving and underachieving adolescents from single-parent and two-parent families differ in the quality of relationship they enjoy with their parents, and in the types of people or organizations they consult in making important personal and school-related decisions. Using case study method, two hypotheses were generated for further research. They were: 1. Adolescents from two-parent families are more likely to consult their parents in making important personal decisions than adolescents from single-parent families, who are more likely to rely on peer friends or on their own judgment. 2. Level of parental involvement is closely related to academic status but moderated by family structure. The study suggests that the substantive involvement of parents in school activities with their teenage children has a salutary effect on achievement of most students. Conventional school and parent collaboration actually may constitute a negative influence on the behavior of teens from one-parent homes, however. Their success in school may require extraordinary measures involving especially early identification and professional attention both to the problems of the single parent as well as the maladapted teenage student. Implications for school policy include instituting guidance programs at the elementary level for early identification of underachieving children from single-parent families, to include outreach efforts to single parents. / Ed. D.

This study examined the relationships between parents' and their gay and lesbian children from the parents' perspective. Forty-seven questionnaires containing thirty-two questions were distributed and completed. This study sought to identify barriers parents experienced and the levels of acceptance prior to and after their child's disclosure, in order to assist families during the coming out process.

Analyses showed that adolescents who were older, had non-intact families, had fathers who were homemakers, had parents of a lower educational level, or had economically disadvantaged families, had a significantly higher level of suicidal ideation. Pearson correlation analyses showed that emotional competence, social problem solving, father-adolescent communication, mother-adolescent communication and family functioning were negatively related to adolescent suicidal ideation, while hopelessness was positively related to it. Regression analyses also showed that the above factors were significant predictors of adolescent suicidal ideation. / Based on a family ecological model, this study investigated personal factors (hopelessness, social problem solving, emotional competence) and family factors (parent-adolescent communication, family functioning) related to suicidal ideation among secondary school students in Hong Kong utilizing a cross-sectional survey design. A total of 5,928 self-administered questionnaires based on convenience sampling (male = 53.1%, female = 46.9%) were collected from 42 secondary schools on Hong Kong Island, in Kowloon and the New Territories. The participants were Form 1 to Form 4 students, with a mean age of 13.87. / The theoretical implications of the findings are that emotional competence, social problem solving, hopelessness, parent-adolescent communication and family functioning can be considered as key building blocks in the models of adolescent suicidal ideation. Practically speaking, enhancing emotional competence, social problem solving skills, sense of hope, quality of parent-adolescent communication and healthy family functioning with reference to the family ecological framework is important for preventing and treating adolescent suicidal ideation. Implications for policy development and social service delivery are further elaborated. In addition, limitations of the study are discussed and recommendations for further study are made. / Three types of causal models were tested in the study. In the direct effects model, hopelessness was the most important predictor among different correlates, followed by mother-adolescent communication, family functioning, social problem solving and father-adolescent communication, while emotional competence was the least important. In the mediating model, path analyses showed that hopelessness mediated the relationship between both personal and family correlates and adolescent suicidal ideation. In the moderating models, hierarchical regression analyses showed that mother-adolescent communication moderated the relationship between hopelessness and adolescent suicidal ideation. / "December 2007." / Adviser: Tan Lei Daniel Shek. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3320. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 235-297). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chionese. / School code: 1307.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

M.A. (Social Work) / This dissertation centers on attachment. The focus is on four adolescent girls and how their attachment style is impacted by the experience of parental separation. A qualitative research process is applied by means of a two-part semi-structured interview. The first interview focuses more on the experience of the parental separation, and the second interview on the present social attachments of the adolescent girl. This study is informed by phenomenology as it analyses the adolescent experience of the parental separation by means of the change in the physical and emotional presence of her mother and father. It then explores her subjective experiences with and perception of her attachment to others. The study endeavours to reach a deeper understanding of how a break in the relationship with a parent as a consequence of a parental separation, even at the adolescent phase of development, can impact the adolescent's inner sense of security and in turn, other present social attachments. In light of the above, past literature together with attachment theory research on initial attachments with one's main care-givers is reviewed, looking at the development of a secure versus insecure attachment style. It is hoped that this dissertation serves to enrich the existing body of knowledge on attachment with regards to parental separation, and is of use to clinical professionals in the field.

Transition into adulthood has been regarded as a priority in health. However, there is scarcity of literature on the transition of adolescents with intellectual disability. The purpose of this study was to develop a strategy for transition of adolescents with intellectual disabilities into adulthood based on the Transition Theory proposed by Meleis, Sawyer, Im, Hilfinger and Schumacher (2000). The research objectives of this study were in three phases: Phase I: Desk review  To explore the known factors about the transition process of adolescents with IDs into adulthood.  To identify gaps in literature on the transition of adolescents with intellectual disabilities’ transition into adulthood. Phase II: Mixed method  To explore and describe the experiences of caregivers and health care professionals on the transition of adolescents with IDs into adulthood.  To investigate challenges that hamper the transition process of adolescents with IDs into adulthood. Phase III: Development of strategy  To develop a strategy for transition of adolescents with IDs into adulthood informed by findings from phases I and II. A sequential exploratory mixed method approach was used. A purposive, snowballing and simple random sampling were used to select participants for this study. The study was conducted in Special schools, Non-Governmental Organisations and Care and Rehabilitation Centres based in Gauteng province of South Africa. Triangulation of data sources and data collection methods was used to sample one hundred and forty nine (149) participants aged 21-60+ years who experienced caring for individuals with intellectual disabilities. Interpretative analysis proposed by Terrablanche. Durrheim and Kelly (2006) was used for qualitative data limited to a sample of n=29 participants. Quantitative data was analysed by use of IBM Statistical Package of Social Sciences (SPSS: 24) with a blend of descriptive and inferential statistics limited to a sample of n=120. Five themes from both qualitative and quantitative results emerged that is, transition possibility; the role of different stakeholders; the provision and development of working skills; caregivers’ knowledge and understanding of guidelines and alterations to adapt to change. The development of the transition strategy bridged a significant gap that informs nurses, teachers, parents, policy-makers and other stakeholders in supporting transition of adolescents with intellectual disabilities into adulthood. / Health Studies / D. Litt. et Phil. (Health Studies)