Gibbings, Heidi (2015) Examining Optimism, Resilience, Self-Efficacy and Trust in Marginalised Youth enrolled in a Queensland Youth Justice Service Alternative Education Program. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
Whilst previous research has generally supported alternative education programs, there has been limited studies that have drawn data directly from marginalised young offenders involved in alternative educational pathways, measuring their strength-based characteristics. Research suggests four strength-based qualities – optimism, resilience, self-efficacy, and trust, strengthen and improve young people’s health. The present study looked at these marginalised young offenders aged from 14 to 16 (M = 14.80 years) who have been engaged in an alternative educational program called TALES (Toowoomba Alternative Learning Education Service) at the Queensland Youth Justice Service Centre, and who volunteered for this initial evaluation trial. The aim of the present study was to identify if any differences exist between current and alumni TALES’ students, and to examine the nature of the interrelationships between these four personal psychological constructs in a small sample (N = 10) of young offenders. Data was collected from a self-report survey that utilised four existing psychometrically sound measures with acceptable internal consistencies. The survey comprised 30 items and was administered to five current and five alumni TALES’ students. Whilst the study found no differences between the two groups, further analyses did indicate that a positive correlation existed between all four constructs, and that trust and optimism were statistically significant, suggesting that trust may be a key component. The study concludes with considerations of possible limitations that may have impacted the study’s ability to find efficacy. These include having a small sample size, the use of limited measures, and having the experiment conducted at a single point in time. Finally, recommendations are made for future studies, such as collecting more data from each student on entry and exit points of the TALES’ program, expanding on measures, and having to undertake a qualitative investigation.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Supervisors: | Lorelle Burton |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 20 Nov 2025 00:19 |
| Last Modified: | 20 Nov 2025 00:19 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52345 |
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