Documents found
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341.More information
This exploratory study conducted with twelve elementary school teachers (Grade 1 to 6) wishes to explore elementary school teachers' theoretical and practical knowledge of student anxiety, as well as the source of their knowledge. Interviews revealed the most common body of knowledge and interventions declared by the teachers, and allowed the exploration of the underlying foundations. Results showed that teachers' knowledge of anxiety, as it relates to the recognition of symptoms and the understanding of underlying theoretical concepts such as causes, explanatory factors and appropriate interventions should be enhanced. Teachers appear to rely mostly on their own professional and personal experiences as the main sources of knowledge on the subject, while initial training and continuous education has little contribution to their current level of knowledge. New approaches and areas of research are suggested to improve teachers' initial and continuous training to help the elementary school students' living with anxiety.
Keywords: anxiété à l'école, troubles anxieux, prévention de l'anxiété, comportements intériorisés, comportements extériorisés, anxiety in schools, anxiety disorders, anxiety's prevention, internalized behaviours, externalized behaviours
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342.More information
Intervening with children with emotional and behavioral disorders is a real challenge for educators and professionals. While most professionals tend to focus on the different ways to help these students achieve educational and social success; they seem to overlook their communication and language difficulties that may contribute to the challenges they face regarding social integration and learning. While recent studies have shown an actual link between language, communication skills and behavior; more specifically, that social communication skills would be particularly related to children's behavioral and emotional profile; few have explored the impact an intervention on social communication has on a child's behavior.This literature review offers a critical point of view of the studies that examine the theoretical relationships between these concepts and will show the importance of exploring social communication interventions with children with emotional and behavioral disorders.
Keywords: trouble du comportement, communication sociale, langage, pragmatique, collaboration interprofessionnelle, intervention éducative, emotional and behavioral disorder, social communication, language, pragmatics, interprofessional collaboration, educational intervention
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343.More information
Autism spectrum disorder (ASD) is a complex neurodevelopmental pathology characterisized by a broad array of symptoms including deficits in social interaction and communication as well as restricted and repetitive behaviors (American Psychiatric Association [APA], 2013). Substantial heterogeneity exists in symptoms expressions in children with ASD, which makes autism a complex disorder to identify and diagnose. Healthcare clinicians mostly rely on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) to make a mental health diagnosis. However, several screening and diagnostic tools allow clinicians to increase the quality of their assessment by identifying the probabilities of ASD and the severity of symptoms. Yet, from tools available, it can be difficult to choose those who are most appropriate to the appraisee (i.e., age, severity of symptoms) and that have good psychometric properties. This paper aims to present and analyze ASD assessment tools available to clinicians working with a population at risk for autism. In conclusion, we present a process and tools to promote.
Keywords: Trouble du spectre de l'autisme, outils d'évaluation, démarche d'évaluation, dépistage, diagnostic, DSM-5, Autism spectrum disorder, assessment tools, assessment process, screening, diagnostic, DSM-5
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344.More information
Psychoeducators are playing an increasing role among professionals in primary schools, and they are often mandated to assess students with behavioral disorders. Until now, however, few rigorous evaluation practices have been developed for psychoeducators. This study aims to evaluate the initial implementation of an assessment protocol for behavioral disorders that has been proposed for primary school psychoeducators. A total of 22 psychoeducators and five school board administrators were interviewed to understand their appreciation of this innovative practice. Results were used to highlight the strengths, limits and constraints of use as well as benefits of the protocol on the psychoeducators' evaluation practices.
Keywords: évaluation, troubles du comportement, psychoéducateur, école primaire, évaluation d'implantation initiale, diffusion des innovations, Assessment, behavior disorder, psychoeducator, primary school, initial implementation evaluation, diffusion of innovation
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345.More information
For several years, there has been a tendency for government programs and policies to take a harder line against violence among young people. Initiated in the wake of tragic events in which adolescents shot other students and/or teachers, this movement has led to the reorganization of laws and regulations that concern youth. Early prevention and intervention in violent behaviour among young children seem to be related to the idea of preventing further tragedies when the child reaches adolescence. In this context, among the disciplinary measures now applied by the school in Ontario, external suspension raises the fundamental question: is it appropriate for children from 3 to 9 years old? Does it prevent violent behaviour against peers at school or to the contrary, does it aggravate the problem by hindering the child’s educational and socialization process? If so, what disciplinary measures could be taken that would not deprive the student of these learning opportunities. To find out how parents feel about these questions, interviews were carried out with 60 families, whose children were in external suspension or facing possible external suspension for violent behaviour against their peers in French elementary schools in the Ottawa area. The results show that most parents disapprove of external suspension, the majority greatly preferring internal suspension. Moreover, they believe that the school should use non-coercive disciplinary measures. However, these measures require more openness and flexibility than the framework of the new school security law allows. (OME, 2000a).
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346.More information
The purpose of this exploratory study was to identify various parenting profiles among Quebec mothers of children aged 0-8 years, as well as to examine the associations between these profiles, family violence against children (psychological violence, minor physical violence, and severe physical violence), and the demand for help with parenting support. Two independent samples of mothers of children aged 0-8 years (N = 2501 in 2014 and N = 3120 in 2017) were asked about several aspects of parenting and their socioeconomic characteristics by telephone interview. Latent class analyses (LCA) identified four profiles that differed primarily on parenting conditions. A multinomial regression using the most advantaged profile as the reference category showed positive associations between minor physical violence and the three more vulnerable profiles. However, the associations between psychological violence and these three profiles are negative, suggesting that this form of violence is less prevalent. Severe physical violence is not associated with any profile, while help-seeking is positively associated with the two most vulnerable profiles. These results converge with those of other research suggesting that families at risk of psychological violence are different from those at risk of physical violence against children. They invite us not to forget the seemingly less vulnerable families in our prevention efforts, because they are the ones who seem to be at the greatest risk of psychological violence.
Keywords: parentalité, violence familiale, demande d'aide, profils latents, mères, parenting, family violence, help-seeking, latent profiles, mothers
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347.More information
This systematic literature review shows that similarities and divergences emerge between entrepreneurs, whether they are disabled or not. First, some reasons leading to entrepreneurship, as well as factors inherent to business creation and development, are common to all entrepreneurs to varying degrees of intensity. Secondly, disability and the needs it creates can indeed be motivating factors for entrepreneurship, even if some support is needed at different stages of the entrepreneurial process in order to facilitate the transition to action. Recommendations and avenues of research are explored in the conclusion.
Keywords: entrepreneur, handicap, barrière, social, capital, intention entrepreneuriale, entrepreneur, disability, barrier, social, capital, entrepreneurial intention, emprendedor, discapacidad, barrera, social, capital, intención emprendedora
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348.More information
This article examines the ways in which video games can have a therapeutic function, specifically in regard to the psychological ills experienced in the context of the pandemic and the confinement measures. We first look at research in psychology and game studies on the benefits of play, serious games and entertainment games on mental health. We then explain the harmful impacts on mental health caused by the pandemic situation. Finally, based on theories in game studies and emblematic examples, we elaborate some ideas about the therapeutic potential of video games in times of a pandemic.
Keywords: jeu vidéo, pandémie, confinement, santé mentale, bienfait, video game, pandemic, confinement, mental health, benefits
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349.More information
In the summer of 2020, 25 young people aged 8 to 17 and living with an intellectual or physical disability participated in the “Extra-ordinary Music Camp”. This is a research project studying the impact of a program based on an informal distance learning approach to music. For this qualitative study we used participatory research methods. The results reveal that, according to the participants' point of view, the activities of the Extra-ordinary Music Camp facilitated the access of young people to recreational activities, despite there being various obstacles. In doing so, the Music Camp allowed the youth to show initiative, develop self-determination, express creativity, and experience successes.
Keywords: apprentissage informel de la musique, déficience intellectuelle, formation à distance, approche participative, autodétermination, informal music learning, intellectual disability, distance learning, participatory approach, self-determination, aprendizaje informal de la música, discapacidad intelectual, formación a distancia, enfoque participativo, autodeterminación, informelle Musikerziehung, geistige Behinderung, Fernlernen, partizipatorische Herangehensweise, Selbstbestimmung
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350.More information
This exploratory study aims to document the perspective of eight teachers about the effects of the accompaniment process, based on the ARC model (Attachment – Self-regulation - Competency), on students with a complex disorder, which includes either students who fit school definition of psychopathological disorders or severe behavioural disorders. To attain the goal of the study, a concurrent triangulation design is used. Questionnaires completed by teachers aims to assess the effects of the accompaniment process on the behaviours and coping skills of the students. Results indicate improvements on the students, particularly regarding external behaviours (hyperactivity, aggression, conduct problems), school problems (attention problems) and problem behaviours related to bullying, emotional self-control, executive functioning and negative emotions. However, increased anxiety is noted. Interviews with teachers aim to document their views on the effects of the strategies used with the students according to the main areas of intervention of the ARC model. Several positive effects on the students are revealed, following the accompaniment process, particularly concerning their sense of security, their ability to identify and modulate their emotions, their autonomy, their self-esteem and their motivation. Students also seem more aware of the consequences of their behaviours after the project. These findings suggest that an accompaniment process inspired by the ARC model may be promising in Quebec school context.
Keywords: processus d'accompagnement, modèle ARC, effets, école primaire, classe, accompaniment process, ARC model, effects, students, complex disorder