In a society where adolescent technology use is a dominant presence, the potential for adolescent cyberbullying has increased. It has become a phenomenon that warrants research attention. In North America, adolescent cyberbullying research is still in the exploratory stages. Current North American research has focused on younger populations (Beran & Li, 2005; Cochrane, 2008; Li, 2005; 2006; 2007; Patchin & Hinduja, 2006). However, adolescence is a period of dramatic change that encompasses all areas of development (Arnett, 2004; Berk, 2004; Hinduja & Patchin, 2008). These factors form the basis and motivations for this research. This study explored adolescent cyberbullying in Canada with the hope of providing preliminary research attention on a serious issue. Specifically, this study explored the following questions:<p> 1. What was the extent of cyberbullying among grade ten, eleven and twelve students in urban Saskatchewan?<p> 2. What was the relationship between traditional bullying and cyberbullying?<p> 3. What did the experiences of cyberbullying look like (both as a perpetrator and as a victim)? How were the victims impacted?<p> 4. How did individuals respond to cyberbullying (as a bystander)?<p> 5. What were the students opinions on adult responses to cyberbullying?<p> Answering these questions were 476 students from one large Catholic and two large public high schools in urban Saskatchewan. Students from grade 10 and, primarily, grades 11 and 12 anonymously completed a paper-pencil questionnaire. Of these students, 44.0% disclosed they had been a victim of cyberbullying and 31.3% reported they had been a cyberbully. Two-thirds (64.5%) also admitted knowing at least one individual who had been a victim of cyberbullying. Students shared a range of negative emotions and effects that they experienced as a result of being a victim of cyberbullying. The most commonly reported were anger and sadness or hurt. Overall, significant differences in students experiences with cyberbullying were found between gender, grade levels, and among levels of achievement.<p> Two-thirds (66.2%) of students also admitted telling at least one person that they had been a victim of cyberbullying. Students most often told a friend (53.8%) over telling anyone else. This was reflected in students overwhelming perception that adults (e.g., parents or teachers) could not prevent cyberbullying or successfully intervene when it was occurring. Students did offer ideas on possible ways of intervening or preventing cyberbullying that ranged from increased education to effective consequences.

In the Swedish and German media landscapes public service broadcasters are well-established. Young people however prefer private channels which leads to a legitimization problem for the public service broadcasters because they do not reach the whole population. When airing popular programmes on the other hand, they are criticized for not being distinguishable from commercial competitors. This problem is intensifying by current technological developments and the need to redefine public service broadcasting. This study investigates the young audiences’ use of and opinion about public service broadcasters against the social and technological background of their media use. Therefore semi-structured interviews were carrying out with Swedish and German adolescents. The findings suggest that even though differences in the two countries’ public service channels are obvious, the young people’s opinion about them are quite similar; they appreciate the high quality news and information programmes but hardly connect the public service channels to entertainment which is the kind of programming they are most interested in and therefore they do not necessarily belong to the young people’s media repertoires. The study illustrates the public service broadcasters’ need to adjust their content more to the audiences’ desires and to more explicitly take young people into account while at the same time sticking to their core competences of high quality informative programmes.

The current study was designed to examine the influence of cultural orientation on alcohol involvement among Mexican-American adolescents. Also, this study assessed whether cultural orientation predicted positive and negative alcohol expectancies for the effects of drinking one to two drinks or bingeing; and whether alcohol-use expectancies mediated the effects of acculturation on drinking practices. The participants were 300 Mexican-American high school students (M = 16.5, SD = 1.15; 178 female and 122 male) from a city along the Texas/Mexico border who were mostly self-identified as 2nd generation Mexican-Americans. The students completed the questionnaires regarding alcohol involvement, acculturation, and alcohol expectancies. Significant findings in the current study indicated a higher orientation to Mexican culture predicted higher levels of alcohol involvement for boys; whereas, a higher orientation to U.S. culture predicted higher alcohol involvement for girls. Also, identification with Mexican culture for girls predicted negative alcohol expectancies for low and high quantities of alcohol use.

Researchers have identified numerous risk and protective factors that might provide insight into the academic difficulties and success that Hispanic adolescents experience. Maladjusted outcomes cannot be attributed to a single risk factor; risk factors do not act in isolation and often have complex relationships with other risk factors. This study uses an ecological risk factor model that suggests that there are multiple risk factors related to adolescent being placed in an alternative education setting and that these risk factors exist at six levels: community-based factors, school-based factors, peer-based factors, family-based factors, child's perception factors, and acculturation-based factors. The purpose of this study is to examine differences in the protective and risk factors in the area of family, community, school, peers, child?s perception, and acculturation levels between Hispanic males who have been placed in DAEP (Disciplinary Alternative Education Placement) and their same aged Hispanic male peers who have not been previously placed in the DAEP. The sample for this study (N=119) was collected from a large urban school district in Texas. The participants were seventh and eighth graders between the ages of 12 and 16 years of age. The non-DAEP group was comprised of a majority of 7th grade students (71.7%), while the DAEP group had a larger number of 8th grade students (62.7%). This study addressed four research questions. The first question investigated if there was a difference between the two groups when the ecological levels where combined to create a cumulative risk score. The non-DAEP group had significantly lower cumulative risk scores than the DAEP. The second research question investigated if there was a difference in each cumulative risk index (i.e., family, school, peers, community, child?s perception, and acculturation) between the two groups. There was no significant difference found between the non-DAEP and DAEP group for family-based risk scores or the child's perception risk scores; however, a significant difference was found between the two groups on the peer-based, community-based, acculturation-based, and school-based factors. The third question examined the unique contribution school, peers, community, family, and acculturation makes in the prediction of the child?s perception factor for Hispanic males. A hierarchical multiple regression suggested only the community-based, family-based, and acculturation-based variables made a significant contribution to the child's perception factor. The fourth question examined if the child's perception factor mediated the relationship between placement in the DAEP and the family-based, community-based, peer-based, school-based, and acculturation-based factors. The effects of the five variables on group placement and child's perception factors were assessed through the use of structural equation modeling using the program AMOS. (Analysis of Movement Structures; See Figure 2).

The influence of peers and peer norms is a significant health determinant of adolescent sexual activity, yet little is known in health education about differences between peer pressure and friend pressure on adolescents. The objective of this study was to investigate differences between social norms among friends and social norms among peers and determine if differences influence adolescents’ sexual risk perceptions. As a secondary data analysis of the 2006 Adolescent Health Risk Behaviors Survey data, this study included 915 adolescents in grades 8, 10, and 12 who completed questions pertaining to perceived sexual activity rates and perceived risks from having unprotected sex. T-tests, analyses of variance, and linear regression analyses indicated that adolescents perceived a difference between social norms among peers and social norms among friends and that these differences influenced risk perceptions differently. Future research should explore how social norms among friends influence adolescents’ risk behaviors and how to incorporate this focus into effective and efficient sex education efforts.

The objective of this research is to discover if significant relationships exist between age, gender, household income, locations where children/adolescents ate, whom they ate with, whether they considered the food as a meal or a snack, and their consumption of food by food group. Three hundred and twelve children (9-11 years old)/adolescents (13-15 years old) completed a 24-hour dietary intake recall, and a 2-day dietary record. The subject was asked to indicate the amount of food he/she consumed, where he/she consumed it, who was with him/her when he/she consumed the food, and whether he/she considered the food to be a meal or a snack. The information was coded and all the foods were grouped into 12 groups. Data were analyzed with the Statistical Analysis System (SAS). The results showed that children had higher intakes of breads and cereals, dairy products, fruits and fruit juices, snacks and desserts than adolescents. Girls consumed more snacks and desserts, and condiments than boys. Children/adolescents in families with higher household incomes consumed more snacks and desserts, but fewer meats than those with lower household incomes. Children and adolescents consumed more breads and cereals, dairy products, fruits and fruit juices, vegetables, fats, meats, and snacks and desserts when they ate at home than when they ate away from home. Children/adolescents ate more breads and cereals, dairy products, fruits and fruit juices, vegetables, fats, meats and condiments when they ate with various family members than when they ate alone, with only one family member or with non-family members. Children/adolescents consumed more breads and cereals, dairy products, fruits and fruit juices, burgers and sandwiches, snacks and desserts, condiments, but less fats when they ate with their friends as compared to eating with others. Children/adolescents who ate breakfast had higher intakes of breads and cereals, dairy products, fruits and fruit juices, vegetables, fats, meats, snacks and desserts, and condiments than those who did not eat breakfast. Children/adolescents who ate more fruit and fruit juices had consumed significantly more breads and cereals, dairy products, vegetables, snacks and desserts, but consumed fewer sweetened beverages than those who did not eat fruits and fruit juices.

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Texte remanié de: Thèse de doctorat--Sciences et techniques des activités physiques et sportives--Montpellier 1, 2003. / En appendice, choix de documents. Bibliogr. p. 188-230.