More than 70 % of teenagers are employed before graduating high school. Every 10 min, in the United States, a young worker is injured on the job. Safety training has been suggested as a way to prevent injuries, yet little is known about the methods of safety training and the effectiveness of training that teens receive at work. This study is the first to assess the attitudes teens hold towards safety training and what they believe would help them stay safe on the job. In 2010, focus groups and interviews were conducted with 42 teens from public high schools in Jefferson County, Kentucky. Participating teens were aged 15-19 years old, 43 % male, 69 % African-American, and 56 % worked either in the restaurant/food industry or in retail jobs. Most teens reported receiving safety training. Although the majority believed that safety training was important, many felt that they personally did not need safety training; that it was "common sense." However, 52 % of teens reported workplace injuries. Many viewed injury lightly and as part of the job, even those that sustained severe injuries. Most teens were trained by methods that seem at best "boring" and at worst, ineffective. Little interaction, action, or repetition is used. Training is not geared towards teens' developmental levels or interest, as in most cases all workers received the same type of training. Safety training may be a powerful way to reduce injury rates among working teenagers, but it is essential that training methods which are geared towards teens are utilized.

Above all, I want to thank my loving and supportive partner, Ross, who has steadily supported me on my educational journey and been by my side through all the frustrations and anxieties. Your love and support made this process easier and more enjoyable. I am so grateful for your continual encouragement for me to dream big for myself and my research. I want to thank my parents, who instilled in me the value of education and learning from the first days of my life. You inspire me to leave the world a better place than I found it. I can't imagine my life without your unending support and love. To Catherine, Trevor, Daniel, Jane, Sarah, Gary, Gloria, and Kim, I feel beyond blessed to have had you in my life to make me laugh, brainstorm with, and encourage me throughout graduate school. You lightened the load, reminded me of the importance of my work, and inspired me through the work each of you do. Most people are not lucky enough to get along with most of their coworkers, but I am blessed to consider mine family. Every day, I count my blessings at REACH. I can't v imagine a more supportive environment or more enjoyable colleagues. Your encouragement, flexibility, and cheerleading along the way have made this possible. Finally, to my committee members, thank you for your conscientious feedback that helped me grow and strengthen my research and for your support and encouragement. I am grateful for your support, your shared knowledge, and your commitment to my education.

Working teenagers have complicated relationships with their supervisors. Many liked their supervisors, but felt their supervisors were apathetic towards them. Supervisors who engage teens in a mentoring relationship may be successful in resolving uncomfortable power dynamics which may increase communication and; therefore, safety for working teens.

Teenaged workers are twice as likely to be injured on the job as adult workers, and face a number of differences developmentally and psychosocially that present challenges for their safety at work. Little research has focused on the tasks that teenagers perform at work and what factors mediate their performance of hazardous tasks and tasks prohibited by law. Data used for this thesis was collected through a survey of 884 teenagers enrolled at two public high schools in Louisville, Kentucky in Spring 2011. Focus groups and interviews were also conducted with 42 employed teenagers in Spring 2010 to provide qualitative data. Demographic, behavioral, and work-related factors associated with performing of tasks that are hazardous or prohibited are discussed. Additionally, the impacts of safety training methods, lessons, and length on performance of these tasks are examined. Important findings include new insights into the role of race in teens' safety at work as well as the novel finding that longer safety training is associated with lower proportions of teens performing hazardous and dangerous tasks. Implications of the results are discussed.IV