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Introduction: Les enfants atteints d'un trouble du déficit de l'attention avec hyperactivité (TDAH), un trouble neurocomportemental répandue à l'enfance, démontrent un comportement persistant d'inattention et un comportement hyperactif et / ou impulsif plus sévère que leurs pairs. La littérature sur le sujet indique le besoin de prôner une approche holistique pour comprendre les limites fonctionnelles associées au profil complexe de l'enfant atteint d'un trouble de l'attention. Les ergothérapeutes se trouvent dans une position privilégiée pour faire progresser la compréhension de TDAH.Objectifs: Fondé sur la science d'application des connaissances, la première partie de ce projet visait à examiner la littérature en décrivant la recherche en ergothérapie chez les enfants / jeunes souffrant de troubles de l'attention. La deuxième partie a consisté de diffuser un sondage afin …
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This multiple case study aims at better understanding Youth Mental Health Care dedicated to refugee families. We collect qualitative data with 8 refugee families and their health care professionals. Our analysis reveals two tendencies in the health care dynamics. Well-coordinated care seemed to contribute to recreating the social bonds for refugee families, who suffered from collective violence. However, institutional violence may contribute to the original traumatic experience for refugee children. Results are discussed within the ethno psychiatry and social suffering conceptual frameworks.
Keywords: familles réfugiées, santé mentale jeunesse, violence institutionnelle, trauma, refugee families, youth mental health, institutional violence, trauma
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The use of Information and Communication Technologies (ICT): Internet, social networks, mobile phones) is widespread among students. We propose to make an inventory of relations between students and ICTs under two opposite axes: the psychopathological axis and the "resources" axis. On one hand, are identified the pathologies related to the use of these media (problematic use and addictions - including pornography, cyber harassment) in terms of frequency and comorbidities. On the other hand, we take stock of ICT-based devices for resources, help and care: from immersion in virtual reality to information and prevention sites, as well as video-games mediations and online psychotherapies.
Keywords: TIC, psychopathologie, risques, ressources, étudiants, ICT, psychopathology, risks, resources, students
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Although there is an increasing body of psychoeducators who rely on evidence-based approaches, it is also common for them to employ alternative methods in the context of their daily practice. More often than not, the validity of these theories has yet to be established. Among the complementary approaches, homeopathy is one that could supposedly treat various psychosocial problems, including ADHD, learning disorders, anxiety, fear, etc. The objective of this article is to determine whether or not such an alternative therapy should be considered an appropriate course of treatment for psychosocial issues as well as all of the other disorders allegedly treated by homeopathy. This article is divided into five parts. Firstly, we discuss the historical background of homeopathy in the context of modern chemistry and pharmacology. The second part of this text is dedicated to what is nowadays referred to as ‘‘water memory'', a concept seized by homeopaths in an attempt to justify their claims regarding the efficiency of products lacking active molecules due to over-dilution. Thirdly, we outline the current state of research concerning the effectiveness of homeopathic treatments. In part four, we briefly demonstrate that veterinary homeopathy isn't more efficient than homeopathy applied to humans. Finally, in part five, we ponder the ethical issues surrounding the prescription of homeopathic products and the use of vaccines of the same nature in consideration of their potential consequences.
Keywords: homéopathie, pseudosciences, mémoire de l'eau, médecine alternative et complémentaire, éthique, effet placebo, homeopathy, pseudosciences, water memory, alternative and complementary medicine, ethic, placebo effect
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Agitation, impulsivity, opposition, provocation, aggression and emotional instability are typical externalized behavior of young preschool and school age children. When they are both frequent and intense, teachers consider them as « hard to manage » because they are likely to prevent children's social integration with peers as well as learning outcomes. The epidemiology of externalizing problems is such that most of the teachers are regularly concerned with hard to manage pupils. Some of them feel incompetent and even suffer from burn-out. Others engage instead in a continuous search for solutions which sometimes lead them out of their role. The current approach's framework is the developmental psychopathology approach. It intends to provide a series of 12 successive steps. The teachers are invited to take an active role, to collaborate with « co-educators » both from the school and the family settings, to focus on a limited number of objectives and to assess their intervention with the child. The protocol also aims to establish this support at the school level in order to increase the consistency and effectiveness of the approach
Keywords: comportements externalisés, coéducation, milieu scolaire, temporalité, externalized behavior, coeducation, school, sequentiality
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In school settings, the psychoeducator plays a key role in assessing students with adaptation difficulties, as well as social, emotional and behavioral problems. At present, little information is available on what psychoeducators specifically do when assessing students with behavioral problems. Therefore, this descriptive study aims to present the evaluative practice of psychoeducators in primary schools in Quebec taking into account their level of education (bachelor vs master degree) and region (urban vs rural). The mixed methods design of research combines data from six focus groups (n total of participants = 34), telephone interviews (n = 21) and questionnaires (N = 159). The results indicate that the evaluative practice of psychoeducators is homogeneous considering their level of education and their region. In addition, the results show that psychoeducators report having an assessment practice that closely matches the recommendations of practice in the field of assessment in the school setting. Finally, the results highlight the needs of the psychoeducators and the constraints they face when performing assessments, the latter being perhaps caused by professional identity issues.
Keywords: évaluation, troubles du comportement, psychoéducation, école primaire, assessment, behavior problem, psychoeducation, primary school
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Intellectual giftedness is often seen as a favorable developmental condition for children. Some gifted children, however, experience particular and sometimes significant difficulties (e.g., low motivation, school dropout, relational struggles) as a result of personal and environmental factors. Among these children, those who exhibit giftedness combined with a neurodevelopmental disorder (twice-exceptional; 2e) tend to experience more challenges. Yet, no study seems to have investigated whether this difference is reflected in the parental experience, difficulties faced by parents of gifted and 2e children remaining widely understudied. This quantitative study aims to describe and compare the intensity of difficulties encountered by 259 parents of gifted and 2e children in Quebec, across five domains of their experience (effective parenting, dealing with child's characteristics, family life, support of child's experience at school, social life). Child's emotional particularities, access to adapted educational programs, and support from politicians and decision-makers appear to be the greatest sources of difficulty for all participating parents. Comparative analyses revealed that parents of 2e children report significantly more difficulties than parents of gifted children in certain aspects of parenting, of family life and of supporting their child's experience at school, and in dealing with some child's characteristics. No significant differences were observed regarding social life. The results highlight the importance of better understanding the overlooked experiences of these parents and identifying key areas for support.
Keywords: double-exceptionnalité, douance intellectuelle, difficultés parentales, étude comparative, devis quantitatif, twice-exceptional, intellectual giftedness, parental difficulties, comparative study, quantitative study