Publication Date

2004

Document Type

Dissertation/Thesis

First Advisor

Demaray, Michelle K.

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Psychology

LCSH

Teenage boys--Social networks--Illinois||Teenage girls--Social networks--Illinois

Abstract

Gender differences in seeking support have been consistently noted in the coping literature. The purpose of this study was to (a) provide a detailed analysis of the support-seeking behaviors of adolescent boys and girls, (b) investigate the relationship between support seeking and measures of social and emotional adjustment, and (c) examine the relationship between perceived availability of social support (i.e., as a resource present in the environment) and the use of support to cope. Participants included seventy-six ninth- and tenth-grade students from a suburban high school. Two measures were developed and utilized to assess coping: a semi-structured interview and a self-report questionnaire. The Child and Adolescent Social Support Scale was used to measure adolescents' perceptions of available social support, and the Behavior Assessment System of Children-Self Report of Personality was utilized to collect data on students' adjustment. Results regarding gender differences in support-seeking coping varied according to the coping measure used. These differences are discussed. Support seeking was differentially related to outcome in adolescent males and females. Furthermore, the relationship between available social support and support seeking was significant. Limitations and implications for school-based mental health programs are discussed.

Comments

Includes bibliographical references (pages [92]-99).

Extent

vi, 132 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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