Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 149-167). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of South Florida, 2003. / Includes vita. Title from PDF of title page. Document formatted into pages; contains 126 pages. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains iv, 39 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 35-36).

Unsafe sexual behavior among teenagers and young adults would have critical personal impact as well as social and economic burden to the society. The major negative consequences of unsafe sexual behavior were the unwanted teenage pregnancies and sexually transmitted diseases (STDs). In recent decade, different types of adolescent sex education programs were developed in order to safeguard adolescents’ health and relieve the public health burden resulting from the negative consequences of unintended teenage pregnancy and STDs; and different studies were published to evaluate the effectiveness of the adolescent sex education programs in the Asian countries. In this systematic review, 15 studies evaluating the effectiveness of adolescent sex education programs from China, Hong Kong, Japan, Korea, Mongolia, Thailand and Vietnam, were identified. The adolescent sex education program was an effective approach for increasing the knowledge towards HIV/AIDS; some of them were also beneficial on improving the refusal skills towards sexual appeal or knowledge, efficacy or attitude in condom use. Nevertheless, due to the difference of study designs, sample size and outcome variables across studies, it is difficult to give an overall result in this review. i / published_or_final_version / Public Health / Master / Master of Public Health

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

The aim of this Master's work is to analyze teenagers' attitude towards daily activities of social educator. Research hypothesis: if social educator working at general education school with teenagers can solve arising problems such daily activities influence the formation of teenagers' attitude. Research object - teenagers of general education schools in Utena town. Research aim - to study the attitude of teenagers of general education schools in Utena town towards daily activities of social educator. Research tasks: • to analyse teenagers' attitude towards activities of social educators working at general education schools; • to study social educator's communication and collaboration with teenagers; • to analyse social educator's and teenager's intercommunion. Research methodology: the research was carried out basing on the questionnaire prepared by the author of the work (see Appendix 2). The criteria of questionnaire survey are reflected in questions. Estimation of communication and collaboration between social educator and teenagers in the context of functions performed; estimation of aspects of intercommunion between teenagers and social educator; general estimation of information on respondents. The work is based on empirical study that was carried out in March 2005 at general education schools in Utena. Statistical data were processed by the program Microsoft Excel. Novelty and theoretical significance of the work: the novelty of the subject is outlined by... [to full text]

Meeting the needs of the Learning Disabled has become one of the most researched and documented areas in special education. Individualized programs which incorporate components to promote motivation, skill building, skill generalization and strategy use, and social competence have been called for in the literature (Deshler, Schumaker, Lenz, & Ellis, 1984), however, there have been remarkably few evaluations of such programs (Horn, O'Donnell, & Vitulano, 1983). / This study evaluated a multidimensional intervention program using the objectives-oriented method. The Kaufman Test of Educational Achievement and three nonstandardized measures were used to evaluate the four program objectives. Analysis of the individuals' gains indicated that objective achievement was idiosyncratic. Group gain analysis indicated significant gains only in English class marks, F(7,1) = 7.40, p =.3. The results are discussed and implications for future research are outlined.