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The Encyclopedia of Adolescence breaks new ground as an important central resource for the study of adolescence. Comprehensive in breath and textbook in depth, the Encyclopedia of Adolescence – with entries presented in easy-to-access A to Z format – serves as a reference repository of knowledge in the field as well as a frequently updated conduit of new knowledge long before such information trickles down from research to standard textbooks. By making full use of Springer’s print and online flexibility, the Encyclopedia is at the forefront of efforts to advance the field by pushing and creating new boundaries and areas of study that further our understanding of adolescents and their place in society. Substantively, the Encyclopedia draws from four major areas of research relating to adolescence. The first broad area includes research relating to "Self, Identity and Development in Adolescence". This area covers research relating to identity, from early adolescence through emerging adulthood; basic aspects of development (e.g., biological, cognitive, social); and foundational developmental theories. In addition, this area focuses on various types of identity: gender, sexual, civic, moral, political, racial, spiritual, religious, and so forth. The second broad area centers on "Adolescents’ Social and Personal Relationships". This area of research examines the nature and influence of a variety of important relationships, including family, peer, friends, sexual and romantic as well as significant nonparental adults. The third area examines "Adolescents in Social Institutions". This area of research centers on the influence and nature of important institutions that serve as the socializing contexts for adolescents. These major institutions include schools, religious groups, justice systems, medical fields, cultural contexts, media, legal systems, economic structures, and youth organizations. "Adolescent Mental Health" constitutes the last major area of research. This broad area of research focuses on the wide variety of human thoughts, actions, and behaviors relating to mental health, from psychopathology to thriving. Major topic examples include deviance, violence, crime, pathology (DSM), normalcy, risk, victimization, disabilities, flow, and positive youth development.

This outstanding group of evaluators from academia, government, nonprofits, and foundations explores empowerment evaluation, a method for using evaluation concepts, techniques, and findings to foster improvement and self-determination. Empowerment Evaluation begins with an in-depth examination of this type of evaluation as it has been adopted in academic and foundation settings. The book then focuses on the various contexts in which empowerment evaluation is conducted, ranging from resistant environments (in which significant effort is required to move from passive-compliance orientations) to responsive environments (that already have a tradition of self-determination and community organizing). Interesting highlights concerning the role empowerment evaluation has played in the U.S. Department of Health and Human Services' substance abuse prevention programs are detailed throughout the book. The contributors also provide down-to-earth tools and technical assistance needed to conduct empowerment evaluation. This volume concludes with themes that emerge from the chapters and recommendations concerning next steps. This serves to strengthen the links between empowerment evaluation and community capacity building. empow

This dissertation, "The effectiveness of school-based peer education on the risk of HIV/STD: a systematic review" by Ying, Wang, 王穎, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Background HIV/AIDS has always been a concern since it first came up in 1981 in the field of medicine and public health. The trend of overall HIV epidemic has slow down through over 30 years fighting against the disease. Yet, being the largest population nowadays, young people still face high risk of HIV/AID. Sexual transmitted diseases, similar with HIV infection, are also a serious concern in young people. Peer education is widely used in the sexual education in young people. No review focused on the school-based peer education while most young people received their sexual education in schools. This systematic review aims to evaluate the effectiveness of school-based peer education on HIV/STD prevention and evaluate the factors that are likely to influence the effect of school-based peer education. Method Searching through PubMed and Cochrane Library, a literature review was carried out on the relevant articles about the evaluation of school-based peer education in developing and developed countries around the world from 2000-01-01 to 2014-05-31. Findings 10 experimental studies were chosen in this review, including 3 randomized controlled trials. Among 10 studies, 8 found significant improved about the general knowledge of HIV/STD and all studies showed positive change in attitude and risk perception in the peer-led education. However, no studies found significant effect of peer education on the behavioral change regarding condom use, postponing sexual intercourses and the reduction of sexual partners, etc. The interaction of peer education and the quality of peer-educators plus other demographical factors such as socioeconomic status and religions may influence the effect of school-based peer-led education. Conclusion School-based peer education was demonstrated to be effective on the prevention of HIV/STD in knowledge and attitude improvement, similar with other kinds of peer education. Peer educators and interactions between educators and educatees play important roles in the peer education. Yet, the effect of school-based education still requires long-term assessment. DOI: 10.5353/th_b5320715 Subjects: Sexual health - Study and teaching HIV infections - Prevention Sexually transmitted diseases - Prevention Sex instruction for youth