The focus of this empirical study was on the antecedents of resilience among poor, English second-language (ESL) adolescent learners. The reasons why some adolescents in this situation are resilient and others are not, are indicated in this study. Adolescents qualify as being resilient if they are exposed to significant threat to their development, indicating high risk to the individual, and their adaptation to the threat is successful, due to support, resources or intervention. Thirty three resilient and 32 non -resilient poor, ESL adolescent learners were selected to participate in the empirical study. My study was a mixed method study because I made use of quantitative research (a survey questionnaire completed by the 65 selected learners), and qualitative research (semi-structured interviews with two identified resilient learners and a group interview with elders who are knowledgeable about young people in this community). The conclusions of my study emphasise that dynamic interactions between individual attributes, familial support, community resources, and cultural ties empower some adolescents to overcome hardships and be resilient. My findings are supported by literature. My findings cannot be generalised, as the adolescents in my study were all black, South African youth from an impoverished community in the Vaal Triangle. This is an explorative study, and themes that were identified as contributing to resilience in my study, need to be explored in future studies. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This empirical research study focuses on the qualities of resilient adolescents in a technical school. The study indicates why some adolescents in a technical school are resilient, while other adolescents in this technical school are not resilient. Thirty resilient and thirty non-resilient adolescents in a technical school were chosen to participate in the empirical study. The empirical study consisted of quantitative research (a questionaire that was completed by the sixty adolescents), and qualitative research (three chosen resilient adolescents took part in an interview). This study is therefore a mixed methods study. The conclusions of the study were supported by the literature. The qualities of the resilient adolescent in a technical school are similar to the qualities of resilient adolescents in other contexts. Resilient adolescents in this technical school were characterized by protective factors and processes that had their roots in the individual, the community, culture and relationships. This study is an explorative study. More rigorous research is needed before this study's findings can be generalised. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

The focus of this empirical study was on the antecedents of resilience among poor, English second-language (ESL) adolescent learners. The reasons why some adolescents in this situation are resilient and others are not, are indicated in this study. Adolescents qualify as being resilient if they are exposed to significant threat to their development, indicating high risk to the individual, and their adaptation to the threat is successful, due to support, resources or intervention. Thirty three resilient and 32 non -resilient poor, ESL adolescent learners were selected to participate in the empirical study. My study was a mixed method study because I made use of quantitative research (a survey questionnaire completed by the 65 selected learners), and qualitative research (semi-structured interviews with two identified resilient learners and a group interview with elders who are knowledgeable about young people in this community). The conclusions of my study emphasise that dynamic interactions between individual attributes, familial support, community resources, and cultural ties empower some adolescents to overcome hardships and be resilient. My findings are supported by literature. My findings cannot be generalised, as the adolescents in my study were all black, South African youth from an impoverished community in the Vaal Triangle. This is an explorative study, and themes that were identified as contributing to resilience in my study, need to be explored in future studies. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

From the researcher’s personal work experience it was found that there appeared to be a cycle of poverty and welfare dependency in multi–problem poor families. This research was undertaken as a means to lay foundational work in identifying risk and protective factors in multi–problem poor families living in Cape Town. A qualitative research approach was utilised and interviews were conducted with participants that met the selection criteria. The objectives of the research were to gather data in the form of deep, descriptive narrative accounts of multi–problem families’ chronosystems and current life issues, with a focus on the life challenges and difficulties that put the family at risk. The data was collected by means of interviews utilising a semi–structured interview schedule as well as tools such as genograms, ecomaps, and life lines (see Addendum 4). Analysed data indicated themes of intergenerational risk factors that included substance abuse, domestic violence, teenage pregnancy and early school dropout. It was also found that within the current generation, absent parents was a major risk factor for children. Protective factors and variables that promoted resilience in families were also explored. It was found that religious beliefs, community support systems and personal resources were the major protective factors in these families. The research findings led to the identification of a number of early–intervention projects and programmes that could be implemented to address the identified risk factors in multi–problem poor families. These interventions include school literacy and support programmes, improved sex education in schools and community support forums. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.

The purpose of this study was to explore protective factors that help women resist societal pressures for thinness. The present study used a qualitative life history methodology to examine the experiences of women who identified themselves as resilient to pressures to be thin and as liking their bodies regardless of size. In-depth semi-structured interviews were conducted with 14 women, ages 18 to 25, representing diverse social and ethno-cultural backgrounds and body physiques. In the interviews, the participants were inquired about their experiences related to anything they felt was helpful for them in developing a positive body image from childhood, adolescence, and to present day. The interviews were transcribed and analyzed for themes using constructivist grounded theory methodology. Data analysis was informed by the feminist theoretical approach, with attention paid to social and contextual factors. Three core categories emerged from the analysis, which included protective factors associated with participants’ experiences of identity, ways of inhabiting their bodies, and the nature of social influences in their lives. This research highlighted the women’s active role in maintaining a resilient stance in the face of pressures for thinness as well as the importance of social factors that assist them in this process.

abstract: Adolescence is a tumultuous time, and for those with risk factors, it can be even more difficult. This study examined the relationships among intrinsic and extrinsic protective factors such as high self-esteem, high self-efficacy, mattering to others, positive sense of identity, and healthy peer relationships in female adolescents. Additionally, the current study assessed the impact of a positive youth development intervention designed for this particular population. The potential sample consisted of adolescent girls who were students at an alternative high school in the Southwestern region of the United States. Of the 25 girls at the school, 12 participated in the study and completed pre-test instruments measuring self-esteem, self-efficacy, mattering to friends and parents, identity distress, and relational aggression. The instruments were administered before and after a positive youth development intervention of which 10 of the 12 participants attended. The intervention, Girls Circle, consisted of activities designed to foster self-acceptance, identity formation, healthy friendships, and goal setting in adolescent girls. While the study's intervention did not result in significant changes over time, several important findings emerged. Self-esteem was positively related to both mattering to friends and mattering to parents. Likewise, a negative correlation was found between relational aggression and mattering to parents. Girls who felt they were more important to friends and family had higher self esteem and were less likely to engage in covert aggression tactics such as spreading rumors and maliciously excluding peers from their social groups. These results support the literature and highlight the important interconnection of social relationships and subjective well-being. Teachers, counselors, social workers, and other helping professionals who work with adolescents need to understand these relationships and use this understanding to design and implement interventions that will best serve at-risk girls, such as those in this study. / Dissertation/Thesis / M.C. Counselor Education 2010

Objectives: Youth who age out of the child welfare system are among the most vulnerable group of young people entering adulthood today. Unlike their generational peers, foster youth lack the familial supports necessary to postpone major life decisions and gradually enter adulthood. Although there are notable differences between Canadian and American child welfare contexts, young people exiting both systems experience a compressed transition and are tasked with quickly managing adult responsibilities. Few studies have examined pre-transition factors that correlate with adolescents’ readiness skills prior to exiting out-of-home care. Methods: This dissertation presents two studies that examine factors associated with transition-age foster youths’ readiness skills for adulthood. In the first study I used cross-sectional data (n = 278) from Illinois, United States to assess the impact of adverse childhood experiences (ACEs) on youths’ independent living skills and life domain functioning. I hypothesized that exposure to ACEs would predict lower transition readiness, and that trauma-related stress symptoms and strengths would moderate this association. In the second study I used cross-sectional data (n = 1,026) from Ontario, Canada to identify youth-, placement-, and agency-level factors that predicted youths’ self-care and financial literacy skills. I hypothesized that factors most proximal to individuals would impact readiness (e.g., academic performance, self-esteem). Results: Hierarchical regression analyses indicated that ACEs predicted lower transition readiness. Traumatic stress symptoms moderated these relations, and engagement in risky behaviours partially mediated these relations (study 1). Hierarchical linear modelling indicated that agency-level differences did not impact readiness. In contrast, general linear modelling indicated that a subset of individual- and placement-level factors did impact readiness. Specifically, higher academic performance, higher self-esteem, a greater number of developmental assets, older age, an older age of entry into care, a greater number of placement transitions, and kinship care placement predicted higher transition readiness. A greater number of socioemotional difficulties, a greater number of long-term mental and/or physical health conditions, and a lower frequency of problematic parenting practices combined with a higher frequency of effective parenting practices predicted lower transition readiness (study 2). Conclusion: Findings illustrated that although ACEs exposure predicts lower adult readiness among transition-age youth, whether youth engage in risky behaviours and possess developmental strengths may be better predictors of their readiness to age out of care (study 1). Findings also illustrated that a subset of individual- and placement-level factors predict self-sufficiency skills among transition-age youth (study 2).

Academic achievement has been the focal point in education for decades. In 2001, an Act of Congress was proposed to improve individual outcomes in education through evidenced based research using measurable goals, higher standards, and accountability. This federal legislation, known as the No Child Left Behind Act of 2001, mandates that all teachers be highly qualified by 2006 and that all students become proficient by the 2013/14 school year, specifically in the area of literacy. Consequently, kindergarten readiness has become an area of concern, thus placing preschool teachers under pressure to prepare children for school. The purpose of this study was to examine multiple factors that have been identified in the literature as impacting achievement in elementary and secondary education to ascertain their contribution toward literacy development in preschool children. Such factors included child (gender, race, home SES, attendance, behavior) and childcare site (teacher education, teacher experience, class size, site SES, class environment). Additionally, within-child protective factors were examined for their role in literacy development for children with and without challenging behaviors. To examine early literacy and behavior in preschool children, hierarchical linear modeling (HLM) was conducted with literacy skills (expressive language and phonemic awareness) assessed at four points in time though the Individual Development and Growth Indicators (IGDI). A significant relationship was found between expressive language skills and race, attendance, classroom environment and class size. Phonemic awareness was significantly related to gender, home SES, and teacher education. Within-child protective factors positively impacted phonemic awareness skills for children in the non-challenging behavior group only. An in-depth description of the findings and limitations are discussed within this document. Overall, this study suggests that many of the factors impacting achievement in elementary and secondary education also impact literacy development in preschool children. These findings support the use of early intervention and preventative services for this population as a means to promote kindergarten readiness and future achievement.

Magister Psychologiae - MPsych / It is commonly known that South African society is characterised by high rates of exposure to violence and traumatic events. However, there is a convincing body of knowledge that indicates that a significant proportion of young adults exposed to traumatic events do not develop negative, trauma-related symptoms, but rather adapt in a positive manner

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