No description available.

Thesis (Ph.D.)--University of Melbourne, School of Social Work, 2006. / Typescript. Includes bibliographical references (leaves 354-386).

This study identify foster youth characteristics that were more likely to lead to independent living program (ILP) participation against those foster youth who did not participate in ILPs.

Thesis (Ph. D.)--Capella University, 2007. / Includes bibliographical references (leaves 110-118) and abstract.

This project is a Progam Manual for the International Business Academy of La Sierra High School for at-risk students to show how to successfully run an academy and graduate students in compliance with the California High School Exit Exam.

The primary purpose of this study was to determine the impact of a junior high school leadership program on the academic success and leadership development of its at-risk student participants. A secondary purpose, based on impact, was to evaluate the program as a potential school-based model for adolescent at-risk intervention. The leadership program investigated in this study is unique in three ways. First, the program is in a magnet school and the student population is heterogeneously mixed as to ethnicity and socio-economic status. Second, enrollment is open to all students. Third, its curriculum goals meet research-based criteria for effective intervention practices and leadership development. Academic success indicators associated with at-risk students included achievement, conduct, attendance, and school engagement. Leadership development indicators included leadership practices students had experienced and leadership positions students had held. The design of this post hoc study was the comparison of two groups of high school students who qualified as "at-risk" during their junior high years. Data collection included district or campus reports for cumulative attendance rates, grade point averages, and conduct demerits, as well as student survey responses for school activities, leadership practices experienced, and leadership positions held. Results of multivariate and univariate inferential analyses show the leadership program had a slight positive impact on the achievement and leadership experiences of at-risk student participants. Descriptive data analyses indicated a positive trend toward better conduct from program participants as well. The program did not have a significant impact on attendance, school engagement, and leadership positions students had held. While the program met criteria for effective at-risk intervention as well as exemplary leadership development, results were mixed, so evaluation of the leadership program as a model for at-risk student intervention is inconclusive. Further longitudinal research is recommended with a larger sample, using pretest and posttest measurements, group comparisons, and determination of short term and long term effects.

The legacy of apartheid in South Africa has contributed to the increase of psychological problems and stressors, especially in disadvantaged communities (Ruane, 2006). Literature surrounding adversity points out that well-being and the realising of the highest human good can be improved and should be studied in this population group. Psychological well-being is not just exclusively for the privileged segment of society (Ryff & Singer, 2008). Psychological health has many benefits that can add to the positive functioning of the disadvantaged youth in South Africa. The aim of this study was to determine whether emotional intelligence (EI) training could bring about an increase in psychological well-being (PWB) and trait emotional intelligence (TEI) for disadvantaged youth in South Africa. The study made use of a true experimental, pre-test - post-test design within which the effect of emotional intelligence training on PWB was investigated. The Ryff’s Psychological Well- being scale (PWBS) was implemented to determine the PWB of the participants, while the Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF) was utilised to investigate TEI. The sample consisted of youth that were part of the “bridge the gap” programme within Oasis [a local Non Government Organisation (NGO)]. The “bridge the gap” programme runs over a six month period with the aim to equip youth with life skills to make them more employable. The sample size consisted of 63 individuals, both male and female, ranging in age from 18 to 27, who were randomly assigned to the experimental (n=32) and control groups (n=31). All participants were literate and fell within the same socio-economic class. Results indicated that the PWB of the experimental group improved, but not to the extent that the researcher had anticipated. Furthermore, results showed no improvement in TEI. The relationship between PWB and TEI was also explored, and it was found that a strong relationship exists between these two constructs. The present study aimed to add to the body of knowledge that exists in promoting PWB for disadvantaged youth, and thus amplify the necessity for programmes that do so. The study concludes with a discussion of its limitations and suggestions for future research in this specific area.

Youth in foster care who experience disabilities face many challenges as they transition out of foster care and into adulthood. In order to assist these youth, it is crucial to understand factors that may impact their self-determination, which research links to positive transition outcomes for youth with disabilities (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000). While much of the existing research on the correlates and outcomes of self-determination focuses on young people with disabilities overall, and little is known about whether factors such as abuse, family stressors and extended length of time in care, and frequent placement changes influence self-determination. Exploring predictors of self-determination in youth with disabilities in foster care can be beneficial to researchers and child welfare practitioners who seek to identify effective approaches for helping youth accomplish successful transitions into adulthood. This dissertation examined the extent to which physical and sexual abuse and family stressors, such as unemployment, domestic violence, and homelessness prior to entering care; as well as foster care placement instability and total length of time in care, impact a youth's self-determination. In addition, the influence of demographic features such as race and gender on these associations was examined. Increased understanding of factors that contribute to self-determination can facilitate targeted interventions and services that enhance the lives of youth as they exit out of the foster care system and into adulthood. Overall, the findings did not reveal significant associations between self-determination and physical and sexual abuse, family stressors, length of time in foster care or number of placement moves. Post hoc exploratory analysis, however, detected other significant relationships. For example, above and beyond the main effect association of length of time in care, youth who experienced physical abuse and stayed in care for long periods of time demonstrated higher levels of autonomy. Likewise, youth with a greater number of family stressors in their family of origin, and who experienced longer stays in foster care, also demonstrated significantly higher levels of autonomy above and beyond the main effects of family stressors. These relationships speak to the resiliency and the varying nature of self-determination.

Thesis (M.A.)--Denver Seminary, 2005. / Includes bibliographical references (leaves 67-74).

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.