The increasing use of toxic substances is one of the most serious problems in today’s society. Recent tendencies such as widening of the variety of drugs available, intensity of drug circulation, and the decrease in age for first time users indicates that drug abuse is becoming one of the most alarming problems globally. Marijuana use remains the most widely used drug among the world population, and the number of cannabis users is increasing every year. The major focus of this research is on the young adolescents’ social environment and the risk factors for marijuana use that it produces. The influence of such elements of social environment as family, school, and peers is examined in this study. Evaluating the applicability of some theories, such as social control theory (Hirschi, 1969) and peer cluster theory (Oetting and Beauvais, 1986), to marijuana use of Russian and Canadian samples of adolescents between the ages of 14-16, this research employs the risk-focused approach. This approach requires the identification of risk factors for marijuana use for its prevention. The study involves making a comparative analysis of risk factors for marijuana use produced by social environment of the Canadian and Russian adolescents. The analysis is based on the data obtained within a World Health Organization Cross-National Study “Health Behaviour in School-Aged Children” in 2001/02. The method of logistic regression modeling is applied in order to examine which aspects of social environment of adolescents produce greater risks for marijuana use. The results shows that in spite of the differences between countries, peers have the strongest influence on adolescent marijuana use, which supports peer cluster theory. In addition, the study shows that young people’s own use of licit drugs, such as alcohol and tobacco, significantly increase risks of getting involved in marijuana use, which supports the major gateway hypothesis. Although these variables are not in the major research interest, they have strong predictive power, which can be discussed and examined in detail in future research.

The purpose of this qualitative case study was to investigate the ways in which currently diagnosed dyslexic females, who navigated adolescence and their concomitant schooling without a definitive diagnosis of dyslexia, negotiated their identities in the figured world of school. To explore this phenomenon, it was necessary to understand the complexity of dyslexia as well as the theoretical underpinnings of identity construction, adolescence, and ―passing as literate.‖ This case study is informed by poststructuralist thought; through this lens I examine how my subjects perceived their worlds and how they negotiated the challenges associated with undiagnosed dyslexia. As they describe their positions in their figured worlds, I search for issues of power, identity and agency around which their lives appear to be organized. The answers to the following research questions were sought: (1) How do adult women who were undiagnosed dyslexic girls reflect upon their negotiations of identity in the figured world of school (Holland, Lachicotte, Skinner, & Cain (1998)? (2) Is there evidence that girls attempt to pass as literate? If so, what types of ―passing‖ attempts and techniques are used by dyslexic adolescent girls to appear more literate? Case study methodology offers the insight provided by detailed narratives of personal experiences. Data was collected by interviews, observations and researcher‘s field notes obtained through the stories of three adult dyslexic women. The data was analyzed for affirming or conflicting themes. The stories were retold in a chronological and thematic pattern describing the participants‘ experiences from different perspectives.

Group mentoring may offer similar supports as traditional one-on-one mentoring and a more culturally consistent forum for addressing issues of ethnicity, academic self-concept and school connectedness (Lindsay-Dennis, Cummings, McClendon, in press; Utsey, Howard & Williams, 2003). The present study investigates the development of students’ ethnic identity, academic self-concept and school connectedness through participation in a school based group mentoring program within a culturally diverse high school. Employing a mixed method design and multilevel modeling analysis, both the ethnicity of the mentor and the diversity composition of each group were assessed as contributors to the mentoring process. Ethnic identity and academic self concept did not yield significant associations (p =.75 and p =.42). School connectedness yielded a significant, but negative association (p < .05) from participation; with multicultural students reporting significantly less connection to the school. Review of process notes maintained by mentors revealed specific group processes that may have influenced the ethnic identity, academic self-concept, and school connectedness of students; such as discussion and resolution of experiences of racism.

One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

Although there is a growing body of research in the area of adolescent pregnancy and parenting, relatively little research has addressed the psychological effects of pregnancy on the adolescent. A descriptive correlational study was utilized to examine levels of depressive symptomatology, self-esteem, perceived social support from family and friends, and the relationship among these variables in the pregnant adolescent. A second purpose of the study was to describe characteristics of the pregnant adolescent (age, race or ethnicity and educational level). The theoretical framework for this study was derived from The Conceptual Model of Support During Adolescent Pregnancy. Participants for the study were recruited from two school programs for pregnant adolescents, a physicians office, and a clinic. A convenience sample of 90 single pregnant teens between the ages of 13 to 18 participated in the study. The teens completed a demographic form and four questionnaires: the Reynolds Adolescent Depression Scale, the Rosenberg Self-Esteem Scale, the Perceived Social Support from Family Scale, and the Perceived Social Support from Friends Scale. Demographic data were analyzed using descriptive statistics. A one-way analysis of variance (ANOVA) was computed to determine the significance between the depression scores and each of the demographic variables. The relationship between the adolescent's total depression score and self-esteem, perceived family support, and perceived peer support were determined by computing Pearson product-moment correlations. Regression analyses were conducted to determine the best linear model to explain the variance in the total depression scores and the combination of the independent variables (self-esteem, perceived social support from family, and perceived social support from friends) in the pregnant adolescent. Thirteen (14%) of the adolescents exceeded the cutoff score of 77. The regression analysis of the RADS-2 score on the predictor variables (self-esteem, perceived support from family, and perceived support from friends) accounts for 56.9% of variance in depression of adolescents during pregnancy. The adolescents in this study who experienced increased self-esteem and perceived support from family and friends had decreased scores on the RADS-2 scale. Increased self-esteem or feelings of self-worth was the most significant variable in this study as a predictor of depressive symptomatology.

No description available.

Introduction: The National Board of Health and Welfares conclusion was that today there was a low awareness about children who act sexually toward others and how their problems can be handled. This requires extensive work by school personnel and social workers to give the children the support they need. Aim: The aim was to investigate social workers perception in cases concerning children and adolescents who committed sexual assault. Method: A qualitative method was utilized with semi-structured interviews to describe social workers perceptions in cases concerning children and adolescents who committed sexual assault. Four social workers from different communities were interviewed in southern Sweden. Results: The result described social workers experiences from working with these cases, investigations, treatments and preventative work. Analysis: The study shows that social worker experience the work with children and adolescents who committed sexual assault as difficult. It could be hard to decide which sexual behavior that was normal in the different ages. Teamwork between schools and social services are important to detect these cases. It is also important to work with children- and adolescent psychiatry and private companies that specialize in investigation and treatments in these cases. Conclusion: Children and adolescents who commit sexual assault seem to be an unknown area even within the social field. With more education to personnel who work with children and adolescents knowledge can be improved in this subject. The personnel need knowledge about which signs to be aware of.

The increasing use of toxic substances is one of the most serious problems in today’s society. Recent tendencies such as widening of the variety of drugs available, intensity of drug circulation, and the decrease in age for first time users indicates that drug abuse is becoming one of the most alarming problems globally. Marijuana use remains the most widely used drug among the world population, and the number of cannabis users is increasing every year. The major focus of this research is on the young adolescents’ social environment and the risk factors for marijuana use that it produces. The influence of such elements of social environment as family, school, and peers is examined in this study. Evaluating the applicability of some theories, such as social control theory (Hirschi, 1969) and peer cluster theory (Oetting and Beauvais, 1986), to marijuana use of Russian and Canadian samples of adolescents between the ages of 14-16, this research employs the risk-focused approach. This approach requires the identification of risk factors for marijuana use for its prevention. The study involves making a comparative analysis of risk factors for marijuana use produced by social environment of the Canadian and Russian adolescents. The analysis is based on the data obtained within a World Health Organization Cross-National Study “Health Behaviour in School-Aged Children” in 2001/02. The method of logistic regression modeling is applied in order to examine which aspects of social environment of adolescents produce greater risks for marijuana use. The results shows that in spite of the differences between countries, peers have the strongest influence on adolescent marijuana use, which supports peer cluster theory. In addition, the study shows that young people’s own use of licit drugs, such as alcohol and tobacco, significantly increase risks of getting involved in marijuana use, which supports the major gateway hypothesis. Although these variables are not in the major research interest, they have strong predictive power, which can be discussed and examined in detail in future research.

Adolescents intentions to behave in both reactive and instrumental aggression were assessed using the Theory of Planned Behaviour (TPB; I. Ajzen, 1985). Along with examining the TPB, perceptions of self-efficacy (A. Bandura, 1982) towards both types of aggression were also assessed. Self-report questionnaires were administered to 162 grade 10 to 12 students in two independent school districts. Using Path Analysis, the TPB was shown to significantly explain both instrumental and reactive aggression. In the context of reactive aggression, attitudes were found to have the greatest influence on intentions to behave aggressively. As for instrumental aggression, self-efficacy was found to have the greatest influence on intentions. Overall, the results of this study provide support for using the TPB to explain adolescent aggression. In addition, this study further demonstrates the value of distinguishing between reactive and instrumental functions of aggression.

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.