Documents found
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401.More information
Objective: To examine the relationship between co-occurring substance use disorders (SUDs) and other psychiatric disorders (OPD) and a wide range of human immunodeficiency virus (HIV) risk behaviors.Method: The data are from 17,141 youth aged 12–25 entering 148 adolescent and young adult treatment programs in the United States who were interviewed at intake and at one or more quarterly follow-up visits for 12 months using the Global Appraisal of Individual Needs (GAIN). Of the participants, 90% were adolescents (ages 12–17), 10% transitional-aged youth (ages 18–25), 72% male, 39% White, 16% African American, 26% Hispanic, 3% another race and 16% multi-racial. Approximately 61% of self-reports met past-year criteria for both SUD and OPD, 18% for SUD only and 10% for OPD only. Transitional-aged youth were similar in demographic and clinical characteristics, though a higher percentage (25%) reported SUD only.Results: For both age groups, individuals with co-occurring SUD and OPD were consistently the most likely to report past-year needle use; needle sharing; unprotected sex; multiple sexual partners; sex trading; high-risk sex partners; a history of physical, emotional, and sexual victimization; self-mutilation; suicidal or homicidal thoughts; illegal activity; and violence towards others. Transitional-aged youth also had the highest rates of emergency room visits and cost to society. Co-occurring SUD and OPD also impacts post-treatment outcomes; while frequently starting and ending with greater severity, this group still had the largest reductions in several risk behaviors, substance use, emotional problems, illegal activity, and costs to society from intake to follow-up.Discussion: The implications of these findings are discussed, along with possible strategies to improve the effectiveness of treatment and recovery support services for these youth.
Keywords: Troubles liés à la consommation de substances, troubles de santé mentale, comportements à risque, VIH, jeunes, jeunes adultes, morbidity, substance use, mental health, risk behaviors, problemas relacionados con el consumo de drogas, problemas mentales, comportamientos de riesgo, VIH, jóvenes, jóvenes adultos
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402.More information
AbstractThe present study compared the teacher ratings and self-perceptions of two groups of children with emotional and/or behavioural difficulties: a) Those with attention-deficit hyperactivity disorder (ADHD) and b) those with average or below average levels of hyperactivity and attention. Results showed that the ADHD group was rated more poorly by teachers in academic, social, and behavioural domains. This group also inflated their competency ratings in these domains relative to teacher report more than the comparison group.
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404.More information
Performance anxiety is a frequent motive for consultation among postsecondary students. In this article, we discuss the role of experiential avoidance and cognitive fusion in performance anxiety, and explain how Acceptance and Commitment Therapy (ACT) can help students cope with their anxiety differently. We illustrate the form this approach can take by presenting a group intervention developed in 2012 and offered in several postsecondary institutions in Quebec and France. We conclude this article by positioning this intervention within the student services framework proposed by the Canadian Association of College and University Student Services (CACUSS).
Keywords: anxiété de performance, étudiants postsecondaires, approche d'acceptation et d'engagement, Korsa, performance anxiety, postsecondary students, acceptance and commitment therapy, Korsa
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406.More information
With the aim of exploring some of the mechanisms and negotiations involved in family transmission, we conducted a field study based on the life story method with a group of young Montrealers in fall 2019. Qualitative data collection and analysis followed the “family novel and social trajectory” approach, as developed in clinical sociology. Through a process of “guided recollection,” research participants were encouraged to share their family histories and put into words the sources of belonging and individuality that underpin their self-identity. The article analyzes how the resulting narratives highlight various strategies used to negotiate and reshape identity. Furthermore, genealogical imperatives emerged within various modes of relation and identification, triggering imitation mechanisms that produced both suffering and resilience.
Keywords: life story method, récit de vie, identity, identité, family, famille, transmission, transmission, identification, imitation
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407.More information
Keywords: classe flexible, compétences du 21e siècle, C21, primaire, aménagement flexible
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408.More information
Qualitative research with young female Francophone students in northern Ontario has led to the identification of situations where psychological distress is amplified by problems communicating in French at a bilingual university. Is this a case of linguistic and/or cultural insecurity? The students interviewed showed that bilingual assimilation pressures are part of a double minority situation where, on the one hand, linguistic norms are reflected by the use of Quebec French as the standard language and, on the other, anglomajority values represent the only cultural norm. This reality, caused by the linguistic and cultural isolation of these students, impacts their mental health and academic achievement.
Keywords: université, étudiantes, Franco-Ontariennes, double minorisation, bilinguisme instrumental, university, female students, Franco-Ontarians, double minority, instrumental bilingualism
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409.More information
The individualized education plan is a pedagogical tool designed to support the educational progress of pupils with difficulties. To be relevant, the implementation of the intervention plan must involve the parents. The objective of this paper is to compare the forms of parental involvement with primary school pupils with and without an intervention plan. A comparative quantitative and qualitative analysis is carried out on the dimensions of parental involvement and parents’ perceptions of the school-family-community relationship with 108 parents. The results indicate that the intervention plan does not bring significant differences in the forms of parental implication.
Keywords: plan d’intervention, individualized education plan, implication parentale, parental involvement, méthode mixte, mixed method, communication parent-enseignant, parent-teacher communication, élève en difficulté, pupil with difficulties
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410.More information
Best practices in the development of Individual Education Plans (IEPs) agree that the more involved the student, the more involved the parents, and the more successful the student will be. In doing so, the collaborative practice fostered during the IEP cycle must maximize the active participation of the student and his or her parents. Although these recommendations are not new, their implementation remains challenging. Thus, this article presents the results of an intersectoral collaborative exploratory research study that we have entitled M-XITY. This study follows the initiative of field actors in a school wishing to strengthen active student participation through a more collaborative practice during the IEP cycle. Thus, a Numer-Active IEP device and a selection of collaborative practice skills to be mobilized during the IEP cycle show how student agentivity can be fostered. These two strategies presented in this article will be tested jointly during the second year of the project. They aim at improvement in various aspects as well as the recognition and urgency of, for example: using the IEP as a pedagogical rather than administrative tool; developing practices and strategies that allow the student to demonstrate self-determination and agenticity during the phases of the IEP cycle; and strengthening collaborative practices between the student, parents, and school and health and social service providers
Keywords: collaborative practice competencies, compétences de la pratique collaborative, collaboration école-famille, school-family-community collaboration, agentivité, agency, numérique, digital technologies, plan d'intervention, intervention plan