Browsing by Subject "youth"

Now showing 1 - 20 of 37
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    2001 Perceptions of Social Problems and Aspirations of Minnesota's Iron Range Youth.
    (2002) Laundergan, J Clark; Standal, Jesse; Vice, Erin
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    Biological correlates of suicide attempt during adolescence and young adulthood: integration of findings across multi-modal measures.
    (2021) Mirza, Salahudeen; Klimes-Dougan, Bonnie
    The biological correlates of suicide attempt are poorly understood in young people. Here we undertook a narrative review of the literature across biological units of analysis (brain structure and function, serum biomarkers, molecular biology) to summarize the markers associated with suicide attempt in samples of average age under 24. We suggest overall patterns in emotion, cognitive control, and social support, which emerge from alterations at each level.
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    Citizen Science Sparks Independent Scientific Investigations
    (University of Minnesota Extension, 2012-10) Strauss, Andrea; Oberhauser, Karen; Nippolt, Pamela; Blair, Robert; Meyer, Nathan
    Citizen Science programs across the country invite the public to participate in scientific research. Through these experiences, participants learn scientific data collection protocols and have opportunities to observe nature, which naturally leads to asking questions about the natural world. A new project in Minnesota is training leaders of youth groups to use citizen science experiences to stimulate curiosity and inspire motivation to design and carry out scientific research projects. The poster will describe the experimental program model and methods used to foster authentic inquiry in youth age 10-14 outside the traditional school setting, such as 4-H clubs, scout groups, or community youth programs. Formative evaluation results show that the program model leads to changes in skills, attitudes and behaviors of both youth and adult participants.
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    Directory of Asian American Youth Programs in the Twin Cities.
    (Asian American Renaissance, St. Paul, Minnesota, and the Center for Urban and Regional Affairs, University of Minnesota, 1997) Asian American Renaissance
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    Examination of Beltrami Youth and Senior Activities.
    (1998) Wolfgram, Rebecca and Joy Parizek
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    Examining the Inclusive Summer Camp Environment as an Opportunity for Developing Social and Self-Determination Skills of Youth with Disabilities
    (2018) Dostal, Kurtis, M
    Important developmental aspects in adolescence include the ability to acquire and cultivate friendships, proficiencies, healthy lifestyle habits, and an overall purpose and meaning in life. Inclusion provides each child an equal opportunity to develop in a normal and integrated environment. Participation in stimulating and intrinsically motivating recreation and leisure activities offers a central means for the growth of this development in children with and without disabilities. The social and self-determination skills of youth with disabilities were hypothesized to develop and improve as the youth became more actively involved and engaged with other children, daily activities, and the experiences of an inclusive summer day camp program. The sample was composed of 29 youth participants with various disabilities, aged 6-14. The frequency of participation and level of engagement for the above measures was recorded weekly over the participants’ involvement in inclusive summer camp programs. The average length of enrollment in the summer camp programs was 4.31 ± 1.47 weeks. The frequency of participation and level of engagement for each study measure of the Youth Participation and Engagement Scale was positively correlated with the involvement of youth with disabilities in an inclusive summer camp program. While the correlations did not showed significant regression values, each measure indicated a positive growth of each skill. The results of this study show the benefits of the inclusive and recreational setting for the development of all youth, but especially for those with disabilities.
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    Exploring community and cultural opportunities to decrease substance abuse among American Indian youth: A photovoice project
    (2017-06) Gonzalez, Miigis
    The author examines community and cultural opportunities to decrease substance abuse among American Indian (AI) youth. A long-term goal of the research is to advise in the development of culturally meaningful and sustainable programs to decrease substance abuse and promote health and wellness among American Indian people. Substance use is high among AI people, both adults and youth, when compared to other racial categories, for almost all types of substances, including marijuana, cocaine, heroin, hallucinogens, inhalants, and non-medical use of prescription drugs. The literature supports the challenges that AI youth face in avoiding substance abuse, and also documents the value of the qualitative research methodology used for this project: Photovoice. The methodology required AI youth associated with the Lac Courte Oreilles Ojibwe Reservation in Northwestern Wisconsin to take more than 30 photos a week to document settings and activities that may be instrumental in decreasing substance abuse. A Consensual Qualitative Research team documented the results of discussions by means of a social ecological model (SEM). Participants in the project agreed on a series of factors, documented as domains within the SEM, that could result in decreased substance abuse among AI youth. Individual level factors include cultural activity engagement, cultural knowledge/learning, mindfulness, reading, and personal hobbies. Interpersonal level factors include elder wisdom/connection to elders, mentorship, board games, and sports/physical fitness. Community level factors include community support, education, outdoors/nature, gathering place, and community/school-driven activities. Participants delivered to AI stakeholders the results of the research by means of a presentation highlighted by 13 posters—each in turn highlighted by one of the photos taken—and a description of the setting, activity, or environment represented. The author calls for programs aimed at decreased substance abuse among AI youth exhibit the activities most meaningful and described to be helpful in reducing substance abuse among AI youth.
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    Gale Woods Farm Curriculum Directory
    (2005) Tchida, Courtney
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    Historic Murphy's Landing Program Evaluation
    (2006) Peterson, Jamie
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    Homeless Youth: A Needs Assessment for the LIFE HOUSE Project.
    (Center for Community & Regional Research, College of Liberal Arts, University of Minnesota, Duluth., 1991) Ollenburger, Jane C
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    “I get it that you're worried about my school, but this is my education.” Connected literacies and critical pedagogies in anti-racist youth organizing
    (2019-08) Rombalski, Abigail
    In the past half a decade, many youth in urban high schools have witnessed the raised racial and political consciousness of a nation on screens, in schools, and on the streets. Many students of color have already seen or felt school or state-sanctioned surveillance, violence, and segregation. Some white students in urban schools have begun to see their worlds differently and to ask how they, too, are implicated. In newly formed solidarities, urban youth have raised their voices to talk, to walk, to march, to meet, and to thrive in the streets, working collectively—and sometimes separately—towards a just future. Using an alternative format, this dissertation is structured as three separate but related papers. The first paper works to define youth activist pedagogies. The second paper explores the literacies of youth activists through the frames of connected literacies; freedom, struggle, and dialogism; and whiteness as property (Harris, 1993). The third paper examines youth-adult relationships and responsive participant observation within engaged research. As a whole, this dissertation examines the connected literacies and critical pedagogies of youth activists in urban schools, a unique group whose knowledges and activities are largely unknown or underutilized by teachers and schools. Through a two-year, youth-informed critical ethnographic study, informed by asset-based and participatory action research, I documented pedagogical and literacy activities of youth across interracial anti-racist youth groups in two urban high schools in the upper Midwest United States. The overall research questions of the study asked: How did interracial anti-racist youth groups frame literacies and learning; how did they learn; and how were literacies and learning connected to liberation? This study was youth-informed and connected across school, community, and digital space. I refused the dominant deficit discourses of urban education and youth, in order to see the strengths that were not only possible, but that already existed in youth knowledge, inquiry, and capacity. Interracial youth activists, led by BIPOC youth, mobilized throughout a major urban area, learning and leading in overlapping racial justice, arts, education, and Black liberation networks and activities. Critical race theories helped to illuminate the ways that activist youth pressed against racism while submerged within it. Across all three papers, and despite challenges, youth activists created ripple effects of consciousness raising and social change throughout themselves, their schools, and the city. Implications of this research suggest pedagogies, practices, and positioning to amplify youth-centered education in literacies for liberation.
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    The Interpersonal-Psychological Theory of Suicide and Associated Family Factors in Clinically Suicidal and Depressed Adolescents
    (2018-06) Hunt, Quintin
    Suicide is a leading cause of death in adolescence. The mechanisms of adolescent suicidality, however, are not fully understood. Although the Interpersonal-Psychological Theory of Suicide, as assessed by the Interpersonal Needs Questionnaire-15 (INQ), may be a promising framework, systematic study of its utility during adolescence is lacking. To this end, I utilized factor analyses and hierarchical regression analyses to test the factor structure, correlates, and predictive validity of the INQ in a sample of clinically depressed and suicidal adolescents (N=120, aged 12-18, 81.9% female). Contrary to studies including adult samples in which a two-factor solution is identified, results within this sample indicated three factors: perceived burdensomeness, thwarted belongingness, and perceived isolation. Perceived burdensomeness and the interaction between perceived burdensomeness and perceived isolation predicted suicide ideation above and beyond depression, but thwarted belongingness and perceived isolation did not. Perceived burdensomeness appears to play a role in adolescent suicidality and may be a point of intervention, yet the notable deviation from previous findings and relative weakness of two of the factors warrant further study
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    Let Us Meet You Where You Are: Securing the Educational Accomplishments of Migrant Students (SEAMS).
    (Hispanic Advocacy and Community Empowerment through Research (HACER), 2006) Erdmann, Jared; Rodriguez, Michael; Golub, Elisabeth; Banks, Alyssa; Ortiz, Rafael
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    National Study of American Indian Education Research Reports. Vol. I. Assorted Research Papers.
    (1970) Havighurst, Robert J.; Levenshy, Kay; Dreyer, Philip H.
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    Natural Mentoring Relationships And Parent-Child Attachment Among Queer Emerging Adults
    (2024-03) Burningham, Kaleb
    Queer youth and young adults often experience challenges in their familial relationships, particularly with their parents, related to their queer identity. Combined with the minority stress they already face and the added weight of other external stressors, such as the COVID-19 pandemic, there is a dire need to examine methods of prevention and intervention to help them successfully transition to adulthood as their most authentic selves. Natural mentoring relationships are a type of nonparental adult support formed organically within the mentee’s existing social network (e.g., teachers or grandparents) that have been shown to be helpful despite risk status (Van Dam et al., 2018) and even posited to be a corrective attachment experience (Rhodes et al., 2006). The aims of the two studies in my dissertation were to a) examine the current state of natural mentoring among queer emerging adults using a new, original dataset focused on a contemporary sample representative of race and sexual and gender diversity (Study 1), and b) to determine if natural mentoring moderates the association between the parent-child relationship and suicidality, psychological distress, and the use of substances to cope during a particularly stressful time—the COVID-19 pandemic (Study 2). Participants were 413 emerging adults (ages 18-25, M = 21.53 years) in the United States. Approximately 35% (n = 146) were trans (i.e., participants who identify with a gender other than their sex-assigned-at-birth) and roughly 50% (n = 200) were emerging adults of color (non-exclusive categories). Data were collected at the height of the omicron variant outbreak during the COVID-19 pandemic. Participants were recruited on the Prolific research platform, and stratified sampling was used to recruit participants who identified as a gender other than their sex assigned-at-birth and racial and ethnic minorities. Using a descriptive design (Study 1), I examined the prevalence, characteristics, quality, and acceptance of natural mentoring relationships. Most study participants reported having natural mentors and these relationships were of relatively high quality. Additionally, most participants perceived that their mentor had at least a somewhat positive attitude toward their queer identity. Results also showed that natural mentoring relationships lasted longer when mentors and mentees shared the same race. Following the descriptive study, linear regression was used (Study 2) to explore whether the parent-child relationship predicted suicidality, psychological distress, and the use of substances to cope and then to determine if aspects of natural mentoring buffered those associations. Findings showed that parent-child attachment quality predicted psychological distress and suicidality but not the use of substances to cope. Furthermore, there were no significant moderating effects. Significantly, mentor acceptance of the mentee’s gender identity predicted lower psychological distress. Findings also showed that trans emerging adults experience higher psychological distress, a lesser likelihood of having a mentor, and lower parent-child attachment quality than their sexual minority cisgender peers. All in all, results of these two studies indicate that natural mentoring relationships are a relatively accessible resource for queer emerging adults and that these relationships tend to be high quality (i.e., emotionally close and that mentors were accepting of the mentee’s queer identity) but that there still needs to be considerable focus on the parent-child relationship, even if the youth are young adults. Natural mentoring can complement parenting, but it cannot supplant it. It is also crucial to connect queer emerging adults with mentors who share their identities and experiences, particularly for trans emerging adults and queer emerging adults of color. Future research should continue to examine natural mentoring in the context of other influential attachment relationships and attachment experiences. The implementation of longitudinal or mixed-methods designs is also needed. Importantly, there needs to be a higher emphasis on exploring natural mentoring relationships among trans emerging adults to connect them with mentors who can support them in a discriminatory sociopolitical landscape.