Notice bibliographique
Résumé
Adolescence is a time of profound change and development for girls. Canadian girls may face a number of complex issues as they transition through childhood into adolescence, including sharp declines in physical and mental health, high rates of violence at home and at school, and mounting educational and professional pressures. Despite the existence of adversities and developmental challenges during adolescence, girls are remarkably resilient and can be empowered with appropriate supports. By providing positive role models, fostering the development of critical thinking skills, and engaging in leadership-building activities, girls can be supported to reach their full potential (Girls Action Foundation et al., 2013). The organization in the current study, YWCA Edmonton offers such a program. GirlSpace is a comprehensive 20- week program focusing on connecting girls with mentors, building leadership, and fostering critical thinking skills regarding issues commonly faced by adolescent girls. This research used an explanatory sequential mixed-method analysis to evaluate the YWCA Edmonton’s GirlSpace program between September 2017 and March 2018. Twenty-four adolescent girls between the ages of 11 and 17 years participated in the study. The following research questions were the focus of the study: (a) Did completion of the GirlSpace program improve girls’ leadership skills, social connectedness, mental health, and resilience?; (b) Which strengths and assets were developed or improved by the girls in the program, and which of these did they perceive to be most impactful?; (c) Which components of the program did girls find most helpful and unhelpful, and why?, and; (d) How did the themes mentioned by the program participants help to explain any quantitative differences in leadership skills, social connectedness, mental health, and resilience? The overarching goal was to contribute to current and future program delivery through an outcome and program monitoring evaluation. The results of the evaluation were intended to foster resilience and strengths, while mitigating the influence of barriers and limiting the exacerbation of concerns experienced by adolescent girls. Statistical analyses revealed improvements from pre- to post-program on all four measures, with social connectedness displaying the greatest amount of change, followed by mental health, resilience, and leadership, respectively. Thematic analysis corroborated and further explained the quantitative results, highlighted several strengths and assets acquired or improved through program participation, and provided feedback on the helpful and unhelpful components of the GirlSpace program. Overall, this dissertation explores the efficacy of a community-based, after-school program for adolescent girls, with promising effects on participants and constructive recommendations for future GirlSpace programming.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».