This research examined adolescent's cognitive perceptions of the amount of skill and luck involved in gambling and whether these perceptions could be modified through differential reinforcement schedules during a game of blackjack. Adolescents (N = 149) from grades 7 and 8 completed a questionnaire and participated in a computerized blackjack game that differed in the rate of success. Perceptions were assessed immediately following the game and one and three weeks later to determine whether any changes were maintained over time. Although not statistically significant, results indicate that repeated losses tended to result in increasing the perception that luck, rather than skill, is involved in the blackjack task. The results are discussed with emphasis on the implications for the development of a cognitive element within gambling prevention programs.

The preponderance of female depression is a widespread phenomenon that emerges as early as adolescence. Two diverse lines of psychosocial research were explored in the present study with the aim of helping to explain these gender differences. The first concerned the role of two interpersonal problems, feeling overly responsible for the welfare of others and feeling unassertive in relationships, which have been linked to psychological distress in adolescents (Aube, Fichman, Saltaris, & Koestner, 1997). The second focused on the differential response styles of males and females, rumination and distraction (Nolen-Hooksema, 1987). Results demonstrated that feeling overly responsible for others, and engaging in a ruminative response style were most predictive of psychological distress. As well, gender differences emerged among the older adolescents in psychological distress, feeling too responsible, and in rumination. Overall, the present findings suggested that, between the ages of 16 and 18, females become more likely than males to feel overly responsible for the welfare of others and to adopt a ruminative response style, which appears to make them more vulnerable to psychological distress.

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It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for many Aboriginal students. Of particular concern is the area of print literacy, as achievement in this area has been linked to academic success. This is an area where Aboriginal students in British Columbia score well below their non-Aboriginal counterparts on tests such as the Foundation Skills Assessment. By reviewing traditional Aboriginal ways of transmitting knowledge, it is possible to understand the reason why contemporary Euro-Canadian teaching practices may be inappropriate for Aboriginal students. Drawing on Delpit’s ‘codes of power’ and educational interpretations of Bakhtin’s literary theory, I explore the notion that it is possible for Aboriginal students to be academically successful within the Euro-Canadian system while retaining their traditional Aboriginal identity and ways of knowing. Findings from this exploratory case study, which occurred at a secondary school in a remote Aboriginal community in northern British Columbia, are shared. Interviews with six Aboriginal adolescent students and three non-Aboriginal teachers, as well as personal reflections are also considered. By reexamining the assumptions and beliefs about contemporary Euro-Canadian teaching practices and seeking to learn more about traditional Aboriginal teaching practices, it is anticipated that educators can integrate the strengths of both approaches into their teaching. It is believed that this will enhance success for Aboriginal students in both Aboriginal and Euro-Canadian contexts.

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis.

Thesis (MAppSc in Physiotherapy) -- University of South Australia, 1998

Thesis (M.S.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Andrew J. Supple; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 59-63).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Assignment (MA)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 48-60). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR19775