<p>Parents are important in the socialization of children to develop into adjusted adults. Parenting is a developmental process and encourages the child to become an independent adult in society, an adult who is pro-social rather than anti-social. The main aim of parenting is to control the behaviour of the child, but as the child matures the approach is more of monitoring and supervision rather than control. The aim of this study is to establish the prevalence of parental psychological control during the phase of emerging adulthood and this will be associated with the anti-social behaviour of emerging adults. A quantitative methodological approach was used to conduct the study. A sample of 382 participants aged 18 to 25 years were randomly stratified across the departments in the Faculty of Community and Health Sciences (CHS). The Parental Psychological Control (Barber, 1996) and the Anti-Social Behaviour (Achenbach and Edelbrock, 1987) questionnaires were used to collect the data. The data were analysed by means of the Statistical Package for Social Sciences (SPSS). Results show a significant positive relationship between perceived psychologically controlling parenting and antisocial behaviour of emerging adults. Furthermore, antisocial behaviour is also positively predicted by both mother and father psychological control, with mothers being significantly more psychologically controlling than fathers. When comparing males and females, males engaged significantly more in antisocial activities than females / males also found fathers to be more psychologically controlling. Implications for further research are suggested.</p>

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

Bakgrund: Alkoholkonsumtionen bland ungdomar har sedan 2000-talets början minskat. Hur detta har påverkat ungdomarnas hälsa är i dagsläget okänt, då det råder brist på vetenskapligt underlag inom området. Emellertid har tidigare studier undersökt hälsan hos ungdomar som inte dricker alkohol i andra kontexter och tidsperioder, vilket indikerat på en koppling till hälsobrister snarare än hälsovinster framförallt vad gäller psykisk hhälsa. Syfte: Denna studie syftar till att undersöka huruvida avhållsamhet från alkohol bland ungdomar i årskurs två på gymnasiet är associerat med psykisk hälsa, samt om deras psykiska hälsa har förändrats från 2004 till 2012. Metod: För att undersöka sambandet mellan ungdomars avhållsamhet från alkohol och psykisk hälsa användes en kvantitativ metod med upprepade tvärsnittsstudier som studiedesign. Data från hälsoundersökningen Liv och Hälsa Ung Västmanland användes, med 2533 elever i årskurs två år 2004 och 2193 elever år 2012. Resultat: Andelen elever i årskurs två på gymnasiet som avhöll sig från att dricka alkohol var endast marginellt större år 2012 än 2004. Ungdomar som inte dricker alkohol uppvisade i mindre utsträckning antisocialt beteende jämfört med de som dricker, vilket gällde för båda åren. Dock i mindre utsträckning år 2012 än 2004, varvid alkoholkonsumtionen inte tycks ha varit av lika stor betydelse för graden av antisocialt beteende vid det senare undersökningsåret. Med avseende på psykosomatiska besvär och depression var ungdomars avhållsamhet från alkohol endast associerat med hälsofördelar det första undersökningsåret. År 2012 var icke-drickande snarare associerat med en högre grad av psykosomatiska besvär. Slutsatser: Ungdomars avhållsamhet från alkohol tycks inte vara associerat med några påtagliga hälsoeffekter bland ungdomar i årskurs två, med undantag för antisocialt beteende. Möjligtvis beror avsaknaden av hälsoeffekter 2012 på en ökad psykisk ohälsa bland både drickare och icke-drickare. / Background: Alcohol consumption among adolescents has declined since the beginning of the twenty-first century. Whether this has affected the health among the adolescents is currently unknown, due to the lack of empirical evidence regarding this area. However, previous studies have investigated the health of non-drinking adolescents in other contexts and time periods, which have indicated a connection to health deficiencies rather than health benefits. Especially regarding mental health. Aim: The aim of this study is to investigate whether alcohol abstinence among adolescents in the second year of upper secondary school is associated with mental health and whether their mental health has changed from 2004 to 2012. Method: In order to investigate the relationship between alcohol abstinence among adolescents, a quantitative method with a repeated cross-sectional design was used. Data from the Survey of Adolescent Life in Vestmanland was used, including 2533 second year students in 2004 and 2193 second year students in 2012. Results: The proportion of students in the second year of upper secondary school who abstained from drinking alcohol was only marginally greater 2012 than 2004. Non-drinking adolescents presented an antisocial behavior to a lesser extent than their drinking peers, which was applicable to both years. However, to a lesser extent in 2012 than 2004, where Conclusions: Alcohol abstinence among adolescents does not seem to have substantially affected the mental health of adolescents, except concerning anti-social behavior. Lack of health effects among the adolescents in 2012, may instead depend on a decrease in mental health among drinkers, as well as non-drinkers. Keywords: adolescents, alcohol abstinence, antisocial behavior, depression, mental health, psychosomatic symptoms.

This thesis aims to explore a topic of attachment and its influence on adolescents' risk behaviour. First, the theoretical part provides an overview of important milestones of the developmental period of middle adolescence. Afterwards, it introduces the concept of attachment and finally, it deals with risk behaviour with great emphasis on researches addressing the substance abuse, antisocial behaviour and sexual risk behaviour in the Czech Republic. The practical part focuses on correlation between attachment styles (secure, preoccupied, dismissive avoidant and fearful avoidant) and risk behaviour using a questionnaire survey. In addition, it deals with the prevalence of above-mentioned types of risk behaviour and their relationship. Survey dealing with the prevalence of risk behaviour showed that respondents of this research were more likely to engage in risk behaviour in comparison to participants of other studies. It was also confirmed that there was a close association between different types of risk behaviour, so it could be beneficial to perceive them as a unitary syndrome. As far as the main aim of this thesis is concerned, adolescents with the preoccupied attachment style were proved to be at highest risk of development of risk behaviour. These individuals were more likely to use drugs,...