ADOLESCENCE PLACES AND SPACES: Places & Spaces (Pediatrics, Child and Adolescent Health) [UK ed.] 1631178474, 9781631178474

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Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

PEDIATRICS, CHILD AND ADOLESCENT HEALTH

ADOLESCENCE

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

PLACES AND SPACES

No part of this digital document may be reproduced, stored in a retrieval system or transmitted in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

PEDIATRICS, CHILD AND ADOLESCENT HEALTH SERIES EDITOR - JOAV MERRICK NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT, MINISTRY OF SOCIAL AFFAIRS, JERUSALEM Child and Adolescent Health Yearbook 2011 Joav Merrick (Editor) 2012. ISBN: 978-1-61942-782-2 (Hardcover) 2012. ISBN: 978-1-61942-783-9 (e-book) Child and Adolescent Health Yearbook 2012 Joav Merrick (Editor) 2012. ISBN: 978-1-61942-788-4 (Hardcover) 2012. ISBN: 978-1-61942-789-1 (e-book)

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

Child and Adolescent Health Yearbook 2013 Joav Merrick (Editor) 2014. ISBN: 978-1-63117-658-6 (Hardcover) Child Health and Human Development Yearbook 2011 Joav Merrick (Editor) 2012. ISBN: 978-1-61942-969-7 (Hardcover) 2012. ISBN: 978-1-61942-970-3 (e-book) Child Health and Human Development Yearbook 2012 Joav Merrick (Editor) 2012. ISBN: 978-1-61942-978-9 (Hardcover) 2012. ISBN: 978-1-61942-979-6 (e-book) Child Health and Human Development Yearbook 2013 Joav Merrick (Editor) 2014. ISBN: 978-1-63117-939-6 (Hardcover)

Developmental Issues in Chinese Adolescents Daniel T. L. Shek, Rachel C. F. Sun and Joav Merrick (Editors) 2012. ISBN: 978-1-62081-262-4 (Hardcover) 2012. ISBN: 978-1-62081-270-9 (e-book) Positive Youth Development: A New School Curriculum to Tackle Adolescent Developmental Issues Hing Keung Ma, Daniel T. L. Shek and Joav Merrick (Editors) 2012. ISBN: 978-1-62081-384-3 (Hardcover) 2012. ISBN: 978-1-62081-385-0 (e-book) Positive Youth Development: Theory, Research and Application Daniel T. L. Shek, Rachel C. F. Sun and Joav Merrick (Editors) 2012. ISBN: 978-1-62081-305-8 (Hardcover) 2012. ISBN: 978-1-62081-347-8 (e-book) Transition from Pediatric to Adult Medical Care David Wood, John G. Reiss, Maria E. Ferris, Linda R. Edwards and Joav Merrick (Editors) 2012. ISBN: 978-1-62081-409-3 (Hardcover) 2012. ISBN: 978-1-62081-412-3 (e-book) Tropical Pediatrics: A Public Health Concern of International Proportions Richard R. Roach, Donald E. Greydanus, Dilip R. Patel, Douglas N. Homnick and Joav Merrick (Editors) 2012. ISBN: 978-1-61942-831-7 (Hardcover) 2012. ISBN: 978-1-61942-840-9 (e-book)

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Understanding Autism Spectrum Disorder: Current Research Aspects Ditza A. Zachor and Joav Merrick (Editors) 2012. ISBN: 978-1-62081-353-9 (Hardcover) 2012. ISBN: 978-1-62081-390-4 (e-book) Child Health and Human Development: Social, Economic and Environmental Factors I. Leslie Rubin and Joav Merrick (Editors) 2013. 978-1-62948-166-1 (Hardcover) Guidelines for the Healthy Integration of the Ill Child in the Educational System: Experience from Israel Yosefa Isenberg 2013. ISBN: 978-1-62808-350-7 (Hardcover)

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

Chinese Adolescent Development: Economic Disadvantages, Parents and Intrapersonal Development Daniel TL Shek, Rachel CF Sun and Joav Merrick (Editors) 2013. ISBN: 978-1-62618-622-4 (Hardcover) University and College Students: Health and Development Issues for the Leaders of Tomorrow Daniel TL Shek, Rachel CF Sun and Joav Merrick (Editors) 2013. ISBN: 978-1-62618-586-9 (Hardcover) Adolescence and Behavior Issues in a Chinese Context Daniel TL Shek, Rachel CF Sun and Joav Merrick (Editors) 2013. ISBN: 978-1-62618-614-9 (Hardcover) Advances in Preterm Infant Research Jing Sun, Nicholas Buys and Joav Merrick (Editors) 2013. ISBN: 978-1-62618-696-5 (Hardcover)

Internet Addiction: A Public Health Concern in Adolescence Artemis Tsitsika, Mari Janikian, Donald E. Greydanus, Hatim A. Omar and Joav Merrick (Editors) 2013. ISBN: 978-1-62618-925-6 (Hardcover) Promotion of Holistic Development of Young People in Hong Kong Daniel TL Shek, Tak Yan Lee and Joav Merrick (Editors) 2013. ISBN: 978-1-62808-019-3 (Hardcover) Human Developmental Research: Experience from Research in Hong Kong Daniel TL Shek, Cecilia Ma, Yu Lu and Joav Merrick (Editors) 2013. ISBN: 978-1-62808-166-4 (Hardcover) Chronic Disease and Disability in Childhood Joav Merrick (Editor) 2013. ISBN: 978-1-62808-865-6 (Hardcover) Break the Cycle of Environmental Health Disparities: Maternal and Child Health Aspects I. Leslie Rubin and Joav Merrick (Editors) 2013. ISBN: 978-1-62948-107-4 (Hardcover) Environmental Health Disparities in Children: Asthma, Obesity and Food I. Leslie Rubin and Joav Merrick (Editors) 2013. ISBN: 978-1-62948-122-7 (Hardcover) Environmental Health: Home, School and Community I. Leslie Rubin and Joav Merrick (Editors) 2013. ISBN: 978-1-62948-155-5 (Hardcover)

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Children, Violence and Bullying: International Perspectives Joav Merrick, Isack Kandel and Hatim A. Omar (Editors) 2013. ISBN: 978-1-62948-342-9 (Hardcover) Playing with Fire: Children, Adolescents and Firesetting Hatim A. Omar, Carrie Howell Bowling and Joav Merrick (Editors) 2013. ISBN: 978-1-62948-471-6 (Hardcover) School, Adolescence and Health Issues Joav Merrick, Ariel Tenenbaum and Hatim A. Omar (Editors) 2014. ISBN: 978-1-62948-702-1 (Hardcover)

Adoption: The Search for a New Parenthood Gary Diamond and Eva Arbel 2014. ISBN: 978-1-63117-710-1 Pain Management Yearbook 2013 Joav Merrick (Editor) 2014. ISBN: 978-1-63117-944-0 (Hardcover) Adolescence: Places and Spaces Myra F. Taylor, Julie Ann Pooley and Joav Merrick (Editors) 2014. ISBN: 978-1-63117-847-4 (Hardcover)

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

Adolescence and Sexuality: International Perspectives Joav Merrick, Ariel Tenenbaum and Hatim A. Omar (Editors) 2014. ISBN: 978-1-62948-711-3 (Hardcover)

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

PEDIATRICS, CHILD AND ADOLESCENT HEALTH

ADOLESCENCE PLACES AND SPACES

MYRA F. TAYLOR JULIE ANN POOLEY Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

AND

JOAV MERRICK EDITORS

New York

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014 by Nova Science Publishers, Inc. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means: electronic, electrostatic, magnetic, tape, mechanical photocopying, recording or otherwise without the written permission of the Publisher. For permission to use material from this book please contact us: Telephone 631-231-7269; Fax 631-231-8175 Web Site: http://www.novapublishers.com NOTICE TO THE READER The Publisher has taken reasonable care in the preparation of this book, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained in this book. The Publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers‘ use of, or reliance upon, this material. Any parts of this book based on government reports are so indicated and copyright is claimed for those parts to the extent applicable to compilations of such works.

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Independent verification should be sought for any data, advice or recommendations contained in this book. In addition, no responsibility is assumed by the publisher for any injury and/or damage to persons or property arising from any methods, products, instructions, ideas or otherwise contained in this publication. This publication is designed to provide accurate and authoritative information with regard to the subject matter covered herein. It is sold with the clear understanding that the Publisher is not engaged in rendering legal or any other professional services. If legal or any other expert assistance is required, the services of a competent person should be sought. FROM A DECLARATION OF PARTICIPANTS JOINTLY ADOPTED BY A COMMITTEE OF THE AMERICAN BAR ASSOCIATION AND A COMMITTEE OF PUBLISHERS. Additional color graphics may be available in the e-book version of this book.

Library of Congress Cataloging-in-Publication Data

ISBN: (eBook)

Published by Nova Science Publishers, Inc. † New York

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

CONTENTS Introduction

xi

Tribute to Terry de Jong (1955-2013)

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

Chapter 1

Introduction to places and spaces Myra F Taylor, Ph.D., M.Phil., M.Soc.Sc., J.P., Julie Ann Pooley, Ph.D. and Joav Merrick, M.D., M.Med.Sc., D.M.Sc.

xiii 1

Section one: Transition into adulthood

5

Chapter 2

Loneliness, reputational orientations and positive mental well-being Annemaree Carroll, Ph.D., Stephen Houghton, Ph.D., Amanda Bourgeois, John Hattie, Ph.D., Carol Tan, Ph.D. and Asyegul Ozsoy, Ph.D.

7

Chapter 3

Social, emotional well-being and mental health implications for adolescents transitioning to secondary boarding school David J Mander, Ph.D., Leanne Lester, Ph.D. and Donna Cross, E.D.

Chapter 4

Bullying behaviour following students‟ transition to a secondary boarding school context Leanne Lester, Ph.D., David J Mander, Ph.D. and Donna Cross, E.D.

Chapter 5

Goals and life plans of adolescents Hanna Liberska, Ph.D., Dr.Hab., Alicja Malina, Ph.D., Dorota Suwalska-Barancewicz, M.A. and Eliza Wielgomas, M.A.

Chapter 6

Transition into high school and the prevention of mental health problems Rose Woods, M.Psych. and Julie Ann Pooley, Ph.D.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

23

35

47

59

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viii

Contents

Section two: Identity and sense of place

73

Chapter 7

Bullying, cyberbullying, depression and suicide ideation Yonatan Shpiegel, Anat Brunstein Klomek, Ph.D. and Alan Apter, M.D.

75

Chapter 8

Getting hooked on sports or the arts Julie M Bower, Ph.D. and Annemaree Carroll, Ph.D.

83

Chapter 9

Developing well-being and self-esteem Mandie B Shean, B.A. Ed., B.A. Hons. Psych., Ph.D., Lynne Cohen, B.Sc.Hons., H.E.D., B. Psych., M.Psych., Ph.D. and Terry de Jong (deceased)

95

Chapter 10

Out-of-control alcohol-fueled adolescent party going behaviour Myra F Taylor, Ph.D., M.Phil., M.Soc.Sc., J.P. and Umneea Khan, Ph.D.

107

Chapter 11

„Out on the street it’s like a brotherhood of sorts’: Violent Scottish and Australian troublesome youth groups Myra F Taylor, Ph.D., M.Phil., M.Soc.Sc., J.P., Ross Deuchar, B.Ed., M.Sc., Ph.D. and Joanne van der Leun, Ph.D.

121

Section three: Prevention and intervention initiatives

133

Chapter 12

Creating graffiti art avenues to mainstream social inclusion Myra F Taylor, Ph.D. M.Phil., M.Soc.Sc., J.P.

135

Chapter 13

Abstinence from alcohol Michael T McKay, Ph.D., Martin Dempster, Ph.D. and Jon C Cole, Ph.D.

149

Chapter 14

Treating youth aggression and related problems in a social services agency Stephen Ellenbogen, Robert Calame, Kim Parker Johannes Finne3 and Nico Trocmé

Chapter 15

Chapter 16

161

Adolescents with co-occurring mental illness, substance use and impulse control disorders Michael K Monisse-Redman, Ph.D.

175

Offending and the role of fetal alcohol spectrum disorder and mediating factors Raymond R Corrado, Ph.D. and Evan C McCuish, M.A.

187

Section four: Acknowledgements

201

Chapter 17

About the editors

203

Chapter 18

About the School of Psychology and Social Science, Edith Cowan University, Australia

205

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Contents Chapter 19 Chapter 20

ix

About the National Institute of Child Health and Human Development in Israel

209

About the book series “Pediatrics, Child and Adolescent Health”

213 215

Index

217

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Section five: Index

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

INTRODUCTION

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

TRIBUTE TO TERRY DE JONG (1955-2013)

Terry de Jong was born in Cape Town, South Africa in 1955 to a South African mother and a Dutch father. He grew up with his brother and sister and went to school at South African College Schools. Terry undertook his initial teaching degree at Cape Town University, after a year in the army. He received his BA from the University of Cape Town in 1977 and his BA (Hons) in psychology at the University of South Africa in 1978. He completed a Higher Diploma of Education at the University of Cape Town in 1979. Terry commenced his career in education as a secondary school teacher at the Camps Bay High School in 1980. He taught for 8 years at this school in various roles associated with guidance and counseling. His success and achievements in these early years led to him accepting a role as Director of School‘s Psychological Services for the Education Department of the North West Province of South Africa in 1988. During this period he completed a Master in Educational Psychology at the University of Exeter.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

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xiv

Myra F Taylor, Julie Ann Pooley and Joav Merrick

Two years later, in 1990 Terry took up an appointment as a Senior Lecturer in Educational Psychology at the University of Cape Town. He enjoyed considerable success lecturing in the undergraduate and postgraduate programs and undertaking research projects exploring student support and educational policy development. Terry enrolled in a PhD during this time and in 1999 he graduated from the University of Western Cape with a thesis exploring school organizational development. Terry emigrated to Western Australian in 2001 with his wife Alison and daughters, Amber and Tamsin, and was appointed a Senior Lecturer in Educational Psychology at Edith Cowan University (ECU). Terry worked in the Middle School program at ECU and applied himself to the development and delivery of several innovative programs in Middle Years Schooling. Terry had a unique combination of being both an academic, and also a grassroots, handson educationist. He ran a successful Educational Psychology practice during his academic career which kept him in touch with school systems and up to date with issues facing teachers and students. These experiences enriched his academic outlook by keeping him connected with the real issues in education. Terry‘s leadership and capabilities in this area saw him appointed as the Program Director of the Middle School Years Program at ECU in 2004. In this position he led an outstanding team which had many successes. These included recognition at the national level in 2006 through an Australian Award for University Teaching for their innovative and ground-breaking teacher-education program. Terry explored many research interests whilst at ECU. He won a scholarship to travel to the USA to explore emerging models for university and school partnerships. He returned to ECU and used his findings towards the development of education compacts with local schools. Terry applied his background in psychology to his leadership and personal development to become a very successful leader within his Program, the School and the Faculty. In 2007 he was appointed to the Senior Team of the Faculty of Education and Arts as the Associate Dean (Teaching and Learning) and soon after he was promoted to Associate Professor in recognition of his scholarship and leadership. In 2010, when the Vice-Chancellor was looking to appoint a person to lead a universitywide project to develop a curriculum framework on which to build the university‘s current and future programs and courses, Terry was a natural choice. His expertise in curriculum development, his understanding of students and learning and his ability to work with colleagues across disciplines were all strengths that he brought to this position. Terry established a strong and cohesive team to lead the Curriculum 2012 Project and spent two years conceptualizing, consulting, crafting and planning the blueprint for ECU‘s Curriculum Framework. Terry fell ill at the start of 2012, just as the new curriculum was being implemented. Terry resigned from ECU at the end of 2012 to focus on his treatment and recovery. He was appointed an honorary Professor at ECU in recognition of his academic achievements, his service and his leadership. The Project continued in Terry‘s absence as we waited for him to recover and return, but that was not to be. In December 2013 Terry passed away. He was fare welled at a Memorial Service by several hundred people including family, friends and colleagues. The following words from his eulogy are a testament to this fine man who contributed so much to the world in which he lived and worked:

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Tribute to Terry de Jong (1955-2013)

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Terry will be sadly missed by the Edith Cowan University community. As a senior academic, he had an enormous influence on so many staff and so many students. Terry epitomized the essence of our university, its purpose and mission. He was a man of great integrity who respected, and was respected, by all with whom he worked. His inquiring mind and pursuit of excellence made him stand out. His warm personality and caring nature made him a loved and valued friend, colleague and teacher. And the way he fought his illness showed us all the true depth of his character.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

xv

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

In: Adolescence: Places and Spaces Editors: M. F. Taylor, J. A. Pooley and J. Merrick

ISBN: 978-1-63117-847-4 © 2014 Nova Science Publishers, Inc.

Chapter 1

INTRODUCTION TO PLACES AND SPACES Myra F Taylor, Ph.D., M.Phil., M.Soc.Sc., J.P.1, Julie Ann Pooley, Ph.D.1 and Joav Merrick, M.D., M.Med.Sc., D.M.Sc.2,3,4,5

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

1

Lifespan Resilience Research Group, School of Psychology and Social Science, Faculty of Health, Engineering and Science, Edith Cowan University, Joondalup, Western Australia, Australia 2 National Institute of Child Health and Human Development, Jerusalem 3 Office of the Medical Director, Health Services, Division for Intellectual and Developmental Disabilities, Ministry of Social Affairs and Social Services, Jerusalem, 4 Division of Pediatrics, Hadassah Hebrew University Medical Center, Mt Scopus Campus, Jerusalem, Israel and 5Kentucky Children‘s Hospital, University of Kentucky College of Medicine, Lexington, Kentucky, United States of America

INTRODUCTION In this book a range of interesting and diverse papers are presented, which demonstrate the importance of the psychosocial domain to adolescents, as well as the need for intervention programs to facilitate the passage through adolescence to adulthood for young people experiencing difficulties with this developmental transition. The chapters are based on recent research conducted in different countries around the world (e.g., Australia, Canada, Israel, Scotland, Ireland and Poland). The book trifurcates into three separate areas, which are reflective of the adolescent domain: the first area highlights the importance of a successful transition from preadolescence to adolescents; the second area emphasizes the types of difficulties that some adolescents experience when trying to find their identity and sense of place within society; and the third 

Correspondence: Myra F Taylor, PhD, MPhil, MSocS, JP, Research Fellow, Lifespan Resilience Research Group, School of Psychology and Social Science, Faculty of Health, Engineering and Science, Edith Cowan University, 270 Joondalup Drive, Joondalup WA 6027, Australia. E-mail: [email protected]

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

2

Myra F Taylor, Julie Ann Pooley and Joav Merrick

area provides insights into the types of interventions that can be put in place to help adolescents successfully transition into adulthood.

DOMAIN AREA 1: TRANSITIONING FROM PRE-ADOLESCENCE

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INTO ADULTHOOD Carroll, Houghton, Bourgeois, Hattie, Tan, and Ozsoy establish that adolescence, and the period leading into adolescence is critical to the development of lifelong positive experiences of wellbeing. The authors conclude that schools are ideally placed to promote positive health and wellbeing by reducing the likelihood of student social isolation and loneliness. Mander, Lester, and Cross look specifically at the transition experiences of boarders and non-boarders to secondary school and the impact these experiences have on their social and emotional well-being and mental health. This study highlights the importance of emotional and mental factors mediating the sense of wellbeing for boarding students in particular. Lester, Mander, and Cross further examine adolescent borders and non-borders with regard to their bullying experiences at the time of transitioning into high school. It reveals that boarding students experience significantly higher incidents of bullying. Their suggestion for assisting adolescent boarders during this transitional period is to introduce anti-bullying instructional classes in the year prior to their transitioning into high school. In addition, the authors suggest boarding students need to be provided with social support programs throughout their first year of high school. Liberska, Malina, Suwalska-Barancewicz, and Wielgomos similarly look at a specific youth population, namely, Polish adolescents with and without disabilities attending integration classes and standard classes. They contend that adolescents regardless of disability or class setting are able to plan their life goals and pursue their life plans. Woods and Pooley present a systematic review of the intervention programs that are available to optimise the pre-adolescent-to-adolescent transition period and reduce the risk of sub-optimal mental health outcomes. The main implication arising from this review is that different types of interventions need to be delivered throughout the entire schooling period and not just during the transitional year between primary and high school.

DOMAIN AREA 2: IDENTITY AND SENSE OF PLACE Shipiegal, Klomek and Apter demonstrate that the method of data collection used within the adolescent cyber-bullying domain can impact upon the ways in which researchers draw conclusions from their investigations. For instance, Israeli adolescents experiencing cyberbullying who complete paper questionnaires appear to be more prone to reporting generalized victimization incidents, while the anonymity that online surveys provide tends to produce specific instances of victimization. Bower and Carroll examine the differences between adolescents who are and are not involved in extra-curricular activities. The findings suggest differences exist in high school students‘ participation levels with those most involved in extracurricular activities demonstrating higher levels of social awareness and social responsibility.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Introduction to places and spaces

3

Shean, Cohen and de Jong draw a distinction between self-esteem and self-worth in adolescents. They contend that within the adolescent domain less emphasis should be placed on self-esteem building and a greater emphasis should be placed on living an authentic life that is focused on others. Self-worth is proposed to be a key factor for adolescent resilience and well-being. Khan and Taylor reveal social media responders‘ contentions as to why youth engage in acts of antisociality. It would seem that while blame shifting is in vogue among mainstream adults in regards to adolescent acts of antisociality and criminality, the reality is that adolescents are taking advantage of the blame game as a ‗space‘ to rationalise the changes they are making within their domain. In particular, they look at the adolescent belief that alcohol-fuelled violence party-going street culture is an acceptable behavioural norm. The authors suggest that far greater emphasis needs to be placed on educating adolescents and adults of the dangers associated with under-age drinking if alcohol-fuelled violence is to be reduced. Taylor, Deuchar, and van der Leun explore the commonalties between violent offending amongyouth street gangs in Glasgow, Scotland and graffiti crews in Perth, Western Australia. They found that there is a strong similarity (universality) in the types of antisocial behaviours committed by both groups. Their recommendation is that the future designs of intervention programs aimed at integrating marginalized youth back into society need to focus on providing marginalized youth with a legal source of social capital support resources.

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DOMAIN AREA 3: PREVENTION AND INTERVENTION INITIATIVES Taylor asked adolescent prolific graffiti offenders what would need to occur in order to prevent them from engaging in acts of antisociality and criminality. Adolescent graffitists suggest that meaningful opportunities to engage with society are more effective in deterring them from offending than are society‘s more punitive measures of fines and incarceration. Also, that the most effective way of persuading young people to desist from graffiti is to enable them to achieve their desire of finding an art pathway to mainstream inclusion. McKay, Dempster, and Cole look at the knowledge, attitudes and use of alcohol amongst adolescents longitudinally. The findings suggest that adolescents experience better longer term outcomes if they are supervised in their early drinking than those who are not. However, that the best adolescent outcomes are achieved by those who abstain from drinking during their adolescent years. Ellenbogen, Calame, Parker, Finne, and Trocmé suggest that youth discord is a consequence of family dysfunction. In an attempt to address this issue the authors evaluated one particular family centred program (i.e., TIES [Training in Essential Skills]) to determine if it was effective in improving family functioning. The results revealed that the TIES program was effective in reducing youth aggression, rule breaking and anger and helped parents to improve their monitoring of their adolescent. Monisse-Redman examined another program (i.e., DAWN [The Drug and Alcohol Withdrawal Network) put in place to help adolescents and their parents access help with their drug or alcohol addictions. Specifically, it looks at how existing special services available to adolescents manifesting complex mental health and behavioural issues can be best organized.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

4

Myra F Taylor, Julie Ann Pooley and Joav Merrick

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The author contends that the most effective means of helping young people with addictions is to provide them with a ‗wraparound‘ clinical treatment service. Corrado and McCuish examine incarcerated adolescents diagnosed with Fetal Alcohol Spectrum Disorder (FASD) and their pathways into serious violent offending. This research reinforces the importance of perinatal education programs to prevent and moderate the outcomes associated with FASD. We hope you will find this collection of interest.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

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SECTION ONE: TRANSITION INTO ADULTHOOD

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Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved. Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

In: Adolescence: Places and Spaces Editors: M. F. Taylor, J. A. Pooley and J. Merrick

ISBN: 978-1-63117-847-4 © 2014 Nova Science Publishers, Inc.

Chapter 2

LONELINESS, REPUTATIONAL ORIENTATIONS AND POSITIVE MENTAL WELL-BEING Annemaree Carroll, Ph.D.1, Stephen Houghton, Ph.D.2, Amanda Bourgeois1, John Hattie, Ph.D.3, Carol Tan, Ph.D.4 and Asyegul Ozsoy, Ph.D.2 1

Copyright © 2014. Nova Science Publishers, Incorporated. All rights reserved.

School of Education, University of Queensland, Brisbane, Queensland, Australia 2 Graduate School of Education, The University of Western Australia, Nedlands, Western Australia, Australia 3 Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia 4 National Institute of Education, Nanyang Technological University, Singapore

ABSTRACT Adolescence is the peak period for social development, identity formation and heightened vulnerability for loneliness. This study examined multidimensional loneliness, reputational orientations, and positive mental well-being among 546 Western Australian adolescents aged 12 to 16 years. Findings revealed main effects of age and gender for loneliness, with gender effects for positive mental well-being and reputational orientations. A regression analysis confirmed these gender effects and revealed that positive mental well-being had the highest individual contribution to the variances in reputational orientation scores. Findings suggest the need to assist adolescents to learn to use their time positively to enhance positive mental well-being. This might be achieved through the development of social identities and the enhancement of social relationships, which in turn may promote an integrated and coherent sense of self in adolescents and in doing so alleviate different forms of loneliness. Schools are ideally placed to promote healthy relationships and positive well-being, particularly through the development of school-based loneliness programmes with a focus on peer reputations.



Correspondence: Associate Professor Annemaree Carroll, The University of Queensland, School of Education, Brisbane Q 4072, Australia. E-mail: [email protected] or [email protected]

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

8

Annemaree Carroll, Stephen Houghton, Amanda Bourgeois et al.

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INTRODUCTION Loneliness has been defined as a negative or distressing feeling that accompanies the perception that one‘s social needs are not being met by the quantity or quality of one‘s social relationships (1), and in some instances it can become a debilitating psychological condition. Adolescence is the peak period of high risk for loneliness (2), with up to 80% of young people reporting feelings of loneliness at some time; of these, 15-30% describe these feelings as persistent and painful (3,4). Furthermore, the potential for loneliness to become chronic and in some cases pathological is particularly evident during adolescence (5). Individuals experiencing increases in loneliness with age fare worse in terms of both physical and psychological health (6) and contemporary research has established that there are also long-term harmful effects of loneliness on the physical and mental health of young people during adolescence, particularly if not treated prior to adulthood (7-9), including: depression, recreational drug use, suicide ideation and violence (8); parasuicide and self-harm (10); eating disturbances, obesity and sleep disturbances (11); adolescent alcohol use, general health problems, less than optimal well-being, somatic complaints (7); and more frequent involvement in high risk behaviours (12). To date, however, the effects of loneliness on the psychosocial mechanisms underpinning social identity, reputation and consequently, positive mental well-being during adolescence, appear not to have been investigated. This is somewhat surprising because failure to resolve loneliness prior to moving out of adolescence can result in significant adverse outcomes in social relationships (4,8,9). Moreover, adolescence is a turbulent period for most young people and is marked by a move towards independence - a move that is accompanied with the risk of ―increased feelings of separateness ... and vulnerability to, emotional and social loneliness‖ (3). Changes also occur in social expectations, roles, and relationships, particularly as young people begin to move away from family and home-centred activities to develop closer ties with peers and peer groups and achieve greater intimacy in their relationships with peers (13). Thus, loneliness can become a barrier to social development and identity formation during adolescence. Loneliness is a subjective experience that is complex, experienced differently at different times and in different circumstances, varies in intensity (4) and is therefore multidimensional. To date, however, most research conducted around loneliness has been with adult populations. Of the limited adolescent research undertaken, the most compelling tested competing factor models were with Dutch adolescents (n = 534, 15-18 year olds) (14). A four factor model comprising of peer or friendship related loneliness, family loneliness, positive attitude to solitude and negative attitude to solitude was found to be superior to the others tested. More recent research (15) developed the Perth A-Loneness Scale (PALs) to measure multidimensional loneliness in adolescents. In the first of two studies 1,074 adolescents (ages 10-18 years, M = 13.01) completed the PALs. An exploratory factor analysis from data supplied by 694 of these participants yielded a 4-factor structure (Friendship, Isolation, Positive Attitude to Solitude, and Negative Attitude to Solitude). Competing measurement models were then evaluated with data from the remaining 380 participants; strong support was demonstrated for the conceptual model: CFI (.92), NFI (.91), RMSEA = .056. Significant main effects revealed (i) as adolescents get older Negative Attitude to Solitude declines while Positive Attitude to Solitude (i.e., positive aspects of being alone) increases; and (ii) females

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

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Loneliness, reputational orientations and positive mental well-being

9

score higher than males on Friendship (i.e., positive behaviours relating to having reliable, trustworthy supportive friends). In a second study, (n = 235, ages 10-16 years, M = 13.8) the superiority of the first-order model represented by four correlated factors was confirmed CFI (.92), RMSEA = .06. What is evident from these multidimensional models is the importance of peer relationships and friendships in adolescence, which is supportive of the proposition that personal identities become salient during adolescence (16). The formulation of these identities, particularly with respect to social relationships, assists in achieving an integrated and coherent sense of self by consolidating the many differing aspects of one‘s private and public persona. While research suggests different forms of social relationships give rise to different forms of loneliness (4,14,15,17), there appears to be no comparable research examining loneliness and the social identities and reputations that adolescents strive to attain. Extensive research demonstrates that reputation plays a central role in the lives of children and adolescents, whether in conformity or crime (12). To date, however, the differential contribution of loneliness to reputational orientations is unknown and given the adverse outcomes associated with both (i.e., loneliness and choice of reputation) investigations are urgently required. Research has shown that young people who are rejected by their peers or withdraw from their peer group report greater feelings of loneliness (5). Furthermore, those who are rejected by or isolated from their peer group because of social skills issues are more likely to sustain damage to their social status and reputations (5). It has been posited that when young people choose to be socially withdrawn, their reputation among peers is viewed as unpopular, and this can lead to negative self-esteem and depression (18). The importance of friendships and social relationships in the development and maintenance of young people‘s social identities and reputations has been noted (19), with the emphasis that a component of reaching positive mental well-being includes the ability to be actively involved and connected to a community (19). Thus, adolescence is a period of heightened susceptibility to loneliness and while habitual feelings of loneliness can lead to damaging immediate and long-term physical and mental health outcomes and social relationships, its (i.e., loneliness) effect on social identities is unknown. The significant role that the peer group and the associated social relationships play in the development and maintenance of reputations is well established. What has not been undertaken to date, however, is research examining the role that loneliness and positive mental well-being play in the choice of reputation that young people strive to achieve.

Hypotheses To investigate the characteristics of loneliness, reputational orientations, and positive mental well-being among Australian adolescents, three hypotheses are tested. First, males and females will differ in the types of loneliness they experience, their levels of positive mental well-being and the types of reputations they seek to achieve (Hypothesis One). Second, adolescents will differ in the types of loneliness they experience, their levels of positive mental well-being and the types of reputations they seek to achieve, according to school grade (age) (Hypothesis Two). Third, adolescent reputations will be predicted by loneliness and positive mental well-being because these serve as a clear focus for the building of social identities (Hypothesis Three). Testing these three hypotheses will provide evidence of the

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10

Annemaree Carroll, Stephen Houghton, Amanda Bourgeois et al.

predictive value of loneliness and positive mental well-being for the reputational orientations pursued by adolescents.

OUR STUDY Participants were 546 (226 male, 311 female, 9 no sex reported) Australian high school adolescents aged 12 to 16 years (Mean age = 13.74 years, SD = .90), attending four high schools located across different socio-economic status (SES) areas as indexed by their postal codes from the Socio-Economic Indexes for Areas within Western Australia (20). Three of the four schools were located in the metropolitan area of Perth, the capital city of Western Australia, and the other was a district high school (i.e., caters for primary and high school students) located on the boundaries of the metropolitan and rural regions. One high school was in a low SES area, one high school was in a low-middle SES area, and one high school was in a middle-high SES area. The district high school was in a middle SES area. Of the sample, 270 were in Grade 8 (13/14 years old), 186 in Grade 9 (14/15 years old), and 90 in Grade 10 (15/16 years old).

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Instrumentation The Perth A-Loneness Scale (PALs; 15). The 24-item PALs measures multidimensional loneliness in adolescents. Responses to each item are given using a 6-point scale represented by the descriptors ―never‖, ―rarely‖, ―sometimes‖, ―often‖, ―very often‖, and ―always‖, with higher scores suggestive of higher levels of feelings of loneliness. The Flesch-Kincaid Grade Level (i.e., the number of years of education required to understand a standard reading passage) and The Flesch Reading Ease (i.e., the difficulty level of reading a typical passage) showed the PALs to be appropriate and easily comprehensible (Reading Ease = 82.3) for Australian school students enrolled in Grade 5 (Flesch-Kincaid Grade Level; age 10 years and above). The PALs is represented by four factors with satisfactory Cronbach‘s alphas: Friendship α = .86 (positive behaviours relating to having reliable, trustworthy, supportive friends); Negative Attitude to Solitude α = .77 (the negative aspects of being alone such unhappiness, boredom, time dragging); Isolation α = .82 (not having friends to talk to, feeling sad because of having no friends and not being close to anyone); and Positive Attitude to Solitude α =.80 (the positive aspects of being alone such as relaxing, happiness, enjoying the benefits of being alone).

Warwick-Edinburgh mental well being scale The Warwick-Edinburgh Mental Well Being Scale (WEMWBS21) assesses positive mental well-being at a general population level. It comprises 14 positively worded items to which participants respond using a 5-point Likert scale (scored 1 ―none of the time‖, 2 ―rarely‖, 3 ―some of the time‖, 4 ―often‖, 5 ―all of the time‖). Responses are based on the participant‘s

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Loneliness, reputational orientations and positive mental well-being

11

feelings over the previous two weeks. Higher levels of positive mental well-being are indicated by higher scores (21). The unidimensionality of the WEMWBS has been established across different countries (21-23).

Reputation enhancement scale

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The Reputation Enhancement Scale (RES; 12) is a 150-item self-report scale with five major dimensions assessing group affiliation, admiration for law-abiding and law-breaking activities, self-perception and ideal public self, self-description and ideal private self, and communication of events. The following two dimensions were used in the present research: (a) the 30-item Social Identity Scale measuring participants‘ self-perception and how they would ideally like others to view them. This uses a 6-point Likert like scale with anchors ―never‖; ―hardly ever‖; ―occasionally‖; ―sometimes‖; ―often‖, and ‖always‖. This Social Identity component has four sub factors: Non-conforming self-perception; Conforming selfperception; Non-conforming ideal public self; and Conforming ideal public self; and (b) The Self-Identity Scale, which consists of two sets of 12 semantic differentials measuring how participants describe themselves and how they would ideally like to be described in terms of power (i.e., strong-weak; tough-soft) and activity (i.e., mean-kind; nasty-friendly) attributes. This uses a 6-point scale, with semantic differential anchor points ranging from one extreme of a relevant variable (e.g., ―I think I am a leader‖) to the other extreme (e.g., ―I think I am a follower‖) and has four sub factors: Activity self-description; Power/evaluation selfdescription; Activity ideal private self; and Power/evaluation ideal private self. A comprehensive description of the development and psychometric evaluations of the RES has been published (12).

Procedure Permission to conduct the research was initially obtained from the Human Research Ethics Committee of the administering institution and the State Department of Education. Of the 32 schools in the metropolitan/regional areas, eight schools were randomly selected from a range of high, medium and low socio-economic areas and two district (regional) high schools. The Principals were contacted to ascertain their interest in participating in the research. Of the eight schools, four agreed to participate. Information sheets explaining the research, along with consent forms for parents were subsequently delivered to the four schools. The sample of 546 students represented an affirmative return rate of 62%. The instruments were administered to the participants in groups of approximately 20-25 students during regular class time by school personnel who had been nominated by the principals to liaise with the researchers. Each instrument administrator was provided with a written set of instructions to ensure standardization of administration. Prior to completing the instruments, participants were informed of the nature of the research and were assured of the anonymity of their responses. To test Hypothesis One (i.e., males and females will differ in the types of loneliness they experience, their positive mental well-being and the types of reputations they seek to achieve) and Hypothesis Two (i.e., adolescents will differ in the types of loneliness they experience,

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

12

Annemaree Carroll, Stephen Houghton, Amanda Bourgeois et al.

their positive mental well-being and the types of reputations they seek to achieve, according to school grade), a 2 x 3 (Sex by School Grade) between-subjects MANOVA was performed on the PALS, WEMWBS, and RES. To test Hypothesis Three (i.e., adolescent reputational orientations will be predicted by loneliness and positive mental well-being because these serve as a clear focus for the building of social identities), a regression analysis was used to estimate the role of Sex, School Grade, mental well-being and loneliness related variables on reputation.

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Group differences on reputation, loneliness, and positive mental well-being A 2 × 3 (Sex by Grade) between-subjects MANOVA revealed a significant multivariate interaction effect for Sex × Grade F (26, 906) = 1.711, p = .015, partial η2 =.05, along with significant multivariate main effects for Sex, F (13, 453) = 7.962, p = .000, partial η2 = .19, and Grade F (26, 906) = 1.929, p = .004, partial η2 = .05. When the univariate F tests were examined the Sex × Grade interaction occurred for negative attitude to solitude F (2, 471) = 4.04, p = .018, partial η2 = .02. Grade 8 (13/14 year old) males (M = 3.09 SD = .95), Grade 9 (14/15 year old) males (M = 2.84 SD = .95), and Grade 10 (15/16 year olds) males (M = 2.43 SD = .81) scored significantly lower than their Grade 8 female (M = 3.34 SD = .95), Grade 9 female (M = 2.92 SD = .93), and Grade 10 female (M = 3.26 SD = .99) counterparts respectively. The univariate F and observed means for the main effect of Sex are shown in Table 1. As can be seen, there was a main effect of Sex for Isolation, with males scoring significantly lower than females. Table 1 also shows a significant main effect for positive mental well-being with males scoring significantly higher than females. Of the eight reputational variables, there was a significant main effect of Sex for four, with males scoring significantly higher on non-conforming self-perception, non-conforming ideal public self, power/evaluation self-description, and power/evaluation ideal private self. Hypothesis One is therefore partially supported with males and females differing significantly across Isolation, positive mental well-being and four of the eight reputation variables.

Main effect of school grade The univariate F and observed means for the main effect of School Grade are shown in Table 2. As can be seen, there were no main effects for loneliness and positive mental well-being. Of the eight reputation variables, there were significant main effects for nonconforming selfperception, nonconforming ideal public self, and power/evaluation ideal private self. Scheffe post-hoc statistics and follow up means are also shown in Table 2. For nonconforming selfperception and nonconforming ideal public self, Grade 10 (15/16 year old) students scored significantly higher than Grade 9 (14/15 year old) students (no differences between Grade 8s [13/14 year olds] and 9s, and Grade 8s and 10s). For power/evaluation ideal private self, Grade 8 students scored significantly higher than Grade 9 students (no differences between Grade 8s and 10s, and Grade 9s and 10s). Hypothesis Two is therefore partially supported in that there were differences between the School Grade levels on three of the eight reputation variables; there were no differences for loneliness or positive mental well-being.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

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Table 1. Univariate F Statistics, Observed Means, and Standard Deviations for Loneliness, Well-Being and Reputation Variables with Sex as the Independent Variable Dependent variable

Mean square

F- value

p- value

Partial η2

Power

Males Mean (SD)

Females Mean (SD)

Friendship

1.946

1.785

.182

.004

.266

4.68 (1.07)

4.81 (1.02)

Isolation

3.376

5.745

.017*

.012

.667

1.56 (.72)

1.72 (.80)

Positive Attitude to Solitude

.619

.705

.401

.002

.134

3.22 (.92)

3.18 (.95)

Negative Attitude to Solitude

13.766

15.587

.000**

.032

.976

2.89 (.95)

3.17 (.96)

Positive well-being

10.244

19.707

.000**

.041

.993

3.68 (.71)

3.38 (.73)

Consp

.494

.783

.377

.002

.143

4.43 (.87)

4.52 (.74)

Conips

.424

.727

.394

.002

.136

4.91 (.80)

4.84 (.74)

Nconsp

3.759

4.538

.034*

.010

.566

2.24 (.91)

2.06 (.92)

Nconips

4.267

4.676

.031*

.010

.579

2.14 (1.02)

1.94 (.91)

Activsd

.377

.603

.438

.001

.121

4.68 (.73)

4.55 (.83)

Powesd

16.244

25.089

.000**

.051

.999

4.04 (.88)

3.62 (.75)

Activips

.260

.697

.404

.001

.132

5.43 (.68)

5.50 (.56)

Powevips

5.616

11.308

.001**

.024

.919

5.21 (.73)

4.95 (.69)

*p < .05; **p < .001.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

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Table 2. Univariate F Statistics, Observed Means, and Standard Deviations for Loneliness, Well-Being, and Reputation Variables with Grade as the Independent Variable Grade 8 Mean (SD)

Grade 9 Mean (SD)

Grade 10 Mean (SD)

Dependent variable

Mean square

F- value

p- value

Partial η2

Power

Friendship

.204

.188

.829

.001

.079

4.73 (1.04)

4.78 (1.09)

4.81 (.93)

Isolation

.107

.182

.834

.001

.078

1.68 (.75)

1.65 (.79)

1.62 (.77)

Positive Attitude to Solitude

1.780

2.028

.133

.009

.418

3.11 (.89)

3.27 (.99)

3.28 (.94)

Negative Attitude to Solitude

6.778

7.674

.001*

.032

.947

3.23 (.95)

2.89 (.94)

2.88 (1.00)

Positive well-being

.199

.384

.682

.002

.112

3.51 (.74)

3.47 (.73)

3.54 (.72)

Consp

.759

1.203

.301

.005

.263

4.41 (.83)

4.56 (.78)

4.53 (.71)

Conips

.036

.062

.940

.000

.059

4.87 (.75)

4.89 (.72)

4.84 (.89)

Nconsp

3.186

3.845

.022*

.016

.696

2.11 (.89)abc

2.06 (.85)ab

2.38 (1.11)ac

Nconips

2.611

2.861

.050*

.012

.560

2.01 (.94)abc

1.94 (.90)ab

2.22 (1.14)ac

Activsd

.007

.011

.990

.000

.052

4.59 (.82)

4.62 (.79)

4.62 (.72)

Powesd

.945

1.459

.234

.006

.312

3.85 (.84)

3.72 (.81)

3.78 (.84)

Activips

.333

.892

.411

.004

.204

5.50 (.59)

5.44 (.61)

5.47 (.68)

Powevips

2.077

4.042

.018*

.017

.719

5.14 (.69)ac

4.94 (.71)bc

5.06 (.80)abc

Note. Means within rows having no common subscripts differ at p < .05.

Taylor, Myra F., et al. Adolescence: Places and Spaces, Nova Science Publishers, Incorporated, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uql/detail.action?docID=3024281. Created from uql on 2020-09-13 05:50:07.

Loneliness, reputational orientations and positive mental well-being

15

Loneliness and positive mental well-being as predictors of reputation Eight separate analyses were conducted with eight reputation-related scores as the dependent variables: non-conforming self-perception; conforming self-perception; non-conforming ideal public self; conforming ideal public self; activity self-description; power/evaluation selfdescription; activity ideal private self; and power/evaluation ideal private self. For each analysis, seven independent variables, which were either categorical or quantitative, were entered into the analysis at once using standard linear regression. There were two categorical variables among the predictors, Sex and School Grade. For Sex, ―male‖ was regarded as the reference category, while for School Grade variable, ―Grade 8‖ was regarded as the reference category. Prior to the regression analysis, assumptions were checked: positive evidence was provided for the ―non-zero variance‖ assumption where all of the variables were found to have adequate variances; the highest correlation was .62, indicating that multicollinearity was not problematic; no VIF values were greater than 1.92 (values >10 are typically considered problematic); tolerance values were within the range of .52 and .91 (values