This study explores the latent operation of Western gender norms in popular female-centred Young Adult (YA) dystopian texts. By examining adolescent female protagonists and the nature of their social havoc-making, this study investigates how reconstructed and recalibrated definitions of femininity ultimately re-inscribe a patriarchal status quo. The five havoc-making heroines under consideration are: Katniss Everdeen of Suzanne Collins’ “Hunger Games” trilogy, Saba in Moira Young’s “Dustlands” trilogy, Deuce in Ann Aguirre’s “Razorland” trilogy, Tris Prior in Veronica Roth’s “Divergent” series, and finally, Cassie Sullivan in Rick Yancey’s THE 5TH WAVE. Although these YA havoc-making heroines rebel against oppressive governmental regimes, I recognize the implicit and explicit construction of their bodies and their behaviours through male-influence. Their male counterparts play a large role in shaping how these heroines look and behave—they perform and appear as masculinized warriors and as feminized delicate beauties in accordance with the political and personal desires of male characters. Through such constructions, these contemporary havoc-makers demonstrate a collision of heroisms: they look and act as conventional action heroines and romance heroines. Including theoretical texts from the 1990s and onward that feature feminist scholarly writing on the textual and filmic representations of women—such as Dawn Heinecken’s THE WARRIOR WOMEN OF TELEVISION and Sherrie A. Inness’ TOUGH GIRLS—I investigate how these young heroines are shaped as per the genres of Action/Adventure and Romance fiction. / Thesis / Master of Arts (MA) / This study looks at depictions of Young Adult heroines in popular YA dystopian fictions. Works under consideration: Collins' THE HUNGER GAMES trilogy, Young's "Dustlands" series, Aguirre's ENCLAVE, Roth's DIVERGENT and Yancey's THE 5TH WAVE.

Bakgrund: Transition kan beskrivas som övergången från en fas, tillstånd eller status i livet till ett annat. Transition mellan barn- och ungdomspsykiatrisk och vuxenpsykiatrisk vård är en viktig hälsofråga, där patienters upplevelser är sparsamt belysta. Tidigare studier har framhållit behovet av att utveckla övergångsprocessen och att då utgå från ett personcentrerat perspektiv med förståelse för ungdomarnas förutsättningar. Syftet: Syftet med studien var att utforska unga vuxnas upplevelser av transitionsprocessen från barn- och ungdomspsykiatrisk vård till specialiserad psykiatrisk vård för vuxna. Metod: Åtta unga vuxna som gjort övergången till vuxenpsykiatrisk vård för mellan ett och fem år sedan intervjuades genom en semistrukturerad intervju. Insamlad data analyserades med kvalitativ innehållsanalys. Resultat: Analysen genererade tre huvudkategorier: Att bli sedd och bekräftad är grund för delaktighet och att känna sig värdefull, att övergången kan visa sig vara en ny möjlighet och att sammanhållet stöd behövs för tillgång till god och jämlik vård. Studien bekräftar tidigare forskning, som beskriver transitionen som en period där behov av stöd från vården och närstående kan vara avgörande. Samtidigt framkommer upplevelsen av övergången som en möjlighet att växa som människa. Kritiska punkter som kan associeras med positiva och negativa utfall i transitionsprocessen går att urskilja, vilket ligger i linje med studiens utgångspunkt i transition som omvårdnadsteori. Slutsats: Transitionen från barnpsykiatrisk vård till specialiserad psykiatrisk vård för vuxna är ett område där samskapande perspektiv och personcentrerad vård har potential att minska hälsorisker och främja personlig utveckling och återhämtning. Genom att utforska upplevelsen för unga vuxna som genomgått denna transition inom den psykiatriska vården kan studien bidra till ökad kunskap om processens möjligheter och hinder. / Background: Transition can be described as a change from a phase, state or status in life to another. Transition between child and adolescent psychiatric care and adult psychiatric care is an important health issue, where patients' experiences are sparsely highlighted. Previous studies have emphasized the needs of developing the transition process, starting from a person-centered perspective with an understanding of young people's conditions. Aim: The aim was to explore young adults' experiences of the transition process from child and youth psychiatric care to specialist psychiatric care for adults. Method: Eight young adults who made the transition to adult psychiatric care one to five years ago were interviewed using a semi-structured interview. Collected data was analyzed using qualitative content analysis. Results: The analysis generated three categories: that being seen and validated is the basis for participation and feeling valuable, that the transition may turn out to be a new opportunity and that cohesive support is needed to gain access to good and equitable care. The study confirms previous research that describes the transition as a period where support from care providers and relatives can be crucial. At the same time, the experience of the transition emerges as an opportunity for personal growth. Critical points that can be associated with positive and negative outcomes in the transition process can be distinguished, which is in line with the study's starting point in transition as a nursing theory. Conclusion: The transition to specialized psychiatric care for adults is an area where co-creative perspectives and person-centered care have the potential to reduce health risks and promote personal development and recovery. By exploring the experience of young adults who undergone this transition, the study can contribute to increased knowledge of opportunities and obstacles during the process.

Classics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in order to view its effects on the students' engagement and comprehension. This study focuses on twelfth grade students taking Advanced Placement and Honors courses. Much of the research covers from the middle grades up to ninth grade. No direct research has been found for the twelfth grade level to have students become more avid readers past graduation. The thesis contains sample unit schedules with at least three sample lesson plans within each unit. There are explanations of how these lessons can used in conjunction with young adult literature and classical literature. Each unit covers a different classic novel list and provides the best way to engage students with increased comprehension when put into practice in any twelfth grade Advanced Placement and Honors classroom.

Natural disasters such as hurricanes, tornadoes, floods, tsunamis, and earthquakes frequently happen across the world. Many of these natural disasters bring destruction to homes, loss of loved ones, and emotional or physical trauma. For children who are still developing coping skills, these natural disasters can bring them emotional distress because they are unable to processes their experiences in a healthy way. In a review of literature on the topic of bibliotherapy and reflective writing to help children learn coping skills, I discovered a need for these processes to be introduced in normal settings, such as school and home, to help children who have experienced natural disasters develop coping skills. My goal in conducting this research was to create a resource that includes a variety of children's literature on the topic of a natural disaster and that demonstrates a coping skill for that trauma. Guiding questions and reflective writing prompts were also added to this resource for the users to guide children in identifying and learning the demonstrated, healthy coping skills. I selected twenty-one quality and award-winning books that address natural disaster for review. Nineteen of them demonstrated a healthy coping skill within the book. Using the information from the book, I created guiding questions and reflective writing prompts to help guide the children in connecting with and learning how to use the coping skill demonstrated. Future developments from my research may include a website with the resource information or a hard copy that can be sent to areas of high-need or high-risk for natural disaster. My goal is that my resource will foster healthy coping skills for children in the school setting, home, or alongside professional help.

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<p><strong>Purpose: </strong>Current cancer programs in Canada manage adolescents (15-18 years) under a pediatric model of care, and young adults (19-25 years) under a disease-centered model of care. Key issues arise because neither of these models adequately meets the needs of adolescents and young adults (AYA). The aim of this study is to identify health and supportive care (HSC) needs of AYA survivors with cancer. <strong>Method: </strong>A concurrent nested mixed-method design was employed. Qualitative description and a systematic literature review (SLR) were used. Medline, Cochrane Central, PubMed, PsycInfo CINAHL and EMBASE were searched from their date of inception to October 2011. A comprehensive search strategy was developed. 
A purposive sample of AYA survivors with cancer, aged 15-25 years were recruited. Face-to-face qualitative interviews were digitally recorded and transcribed verbatim. Line-by-line coding was used to establish codes and categories. 
<strong>Result: </strong>Our SLR retrieved 760 citations. Among them, 12 were relevant. Qualitative findings are based on 20 interviews. Twelve diagnosed during adolescence and eight in young adulthood. Participants described several HSC needs that we categorized into 7 broad themes (e.g., social health) and 29 sub-themes (e.g., social support). Among the most commonly reported HSC needs for AYA survivors with cancer from both studies, were social wellbeing, information-sharing and communication and service provision. <strong>Conclusion: </strong>This study has identified a comprehensive set of HSC needs of AYA survivors with cancer. Study results will be used to inform the potential development of a new healthcare program for AYA patients in the Hamilton Health Sciences.</p> / Master of Science (MSc)

This essay will examine gothic traits in young adult and children's fantasy, specifically the fantasy series Septimus Heap (2005-2013) by Angie Sage. In order to get a better overview of the material i will be looking at the series as a whole and from there examining the parts i find relevant.  The basis of my analysis will be the gothic traits identified by Fred Botting in Gothic (2013) and a close reading of Septimus Heap (2005-2013). My analysis will be divided in to categories based on these gothic traits, and sub-categories based on what parts of the source material I am discussing. I conclude that several gothic traits, as defined by Botting, are present and recurring in Septimus Heap (2005-2013) but that aspects of these may sometimes differ from Bottings description of the classic gothic traits.