Documents found
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401.More information
This quantitative and cross-sectional study aims to verify the links between maltreatments by educational staff on students and the school climate in primary schools. The research proposal, which considers the school as a unit of analysis, uses data from the survey aimed at drawing up a portrait of the situation of violence in Quebec schools. The sample is made up of 141 elementary schools, that is, 19,675 students from the fourth to sixth year of elementary school (ages 9 to 12) from Quebec elementary schools. Participants completed the Questionnaire sur la Sécurité et la Violence à l'école Révisé (QSVE-R/ Beaumont, Paquet, Leclerc et Frenette, 2017) to generate a portrait of the situation of school climate and violence in Quebec schools. The results show that nearly one in six students per school reported having been the victim of at least one year of maltreatment by an educational staff member and that a pupil suffers on average up to 0.79. This research suggests that the maltreatment of school staff towards young people contributes to a more negative perception of the different dimensions of the school climate among students who are victims. Almost all of the maltreatment behaviors studied were also significantly and negatively related to the perceived dimensions of school climate for all students in the school. These results exhibit the importance of efforts to be made from primary school onwards to improve the educational practices of school personnel in order to reduce student abuse by adults.
Keywords: mauvais traitements, maltraitance, personnel scolaire, climat scolaire, maltreatment, abuse, educational staff, school climate
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402.More information
In Québec, the number of students with learning disabilities (LD) or attention deficit disorder with or without hyperactivity (ADD/ADHD) is growing in our universities. To help them persevere in their studies, we were interested in identifying specific difficulties they experience with learning strategies in order to target ways to help them. For three study sessions, 205 students experimented with a study perseverance aid, SAMI-Perseverance, to identify the problems they encounter. The traces left in the device helped identify the learning strategies least used by students with a LD, ADD/ADHD, and those with both disorders. Among the learning strategies, reading strategies, written production, memorization management, time management and stress management seemed to be the least used by these students. They appeared to favour oral production and emotional management strategies.
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403.More information
The object of this article is to present scientific advances on Tourette disorder (TD) in regards to the new section of the DSM-5“ neurodevelopmental disorders”. The definition and symptomatology of tics disorders, and particularly TD, are presented. The comorbidities, as well as the diagnostic and differential evaluation are presented under a clinical and a neuropsychological point of view. Finally, recommended treatments and evidence-based practices are presented to guide professionals and psychologists, as well as to inform them about the principals conceptual models leading to a better clinical understanding of tics.
Keywords: Tourette, tics, évaluation, traitement, compréhension clinique, Tourette, tics, evaluation, treatment, clinical comprehension
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406.More information
The purpose of the Quebec Youth Protection Act is to protect the well-being of vulnerable children. At the same time, the Act recognizes that children have significant participation rights, which is keeping with the international tendency embodied in the UN Convention on the Rights of the Child. At first glance, these two notions may appear contradictory : while vulnerability is linked to protection, participation goes hand in hand with empowerment. There is abundant literature examining the concepts, but not from the perspective of youth protection. This paper helps to bridge a theoretical gap in this key area of children's law by using theory, analysis of the law, and interviews with youth protection professionals to explore the theoretical and practical connections that link these concepts.
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407.More information
Although several studies report that behavioral problems are a major source of stress, few relate to the stress specifically linked to the presence of students with behavioral problems (BP) in the regular classroom. This article presents the results of an exploratory study on the stress experienced by secondary school teachers in relation to the integration of BP students in their classes. The sample is composed of 231 teachers from Quebec secondary schools. The teachers filled out a questionnaire on sociodemographic information and part B of the Index of Teaching Stress (ITS) (Greene, Abidin and Kmetz, 1997). The impact of students on the teaching process and the loss of satisfaction in relation to teaching are the biggest sources of stress. The stress experienced seems to be influenced by courses received on behavioural problems during initial training, experience with behavioural problems, the school where the teachers mainly teach and the environment in which the school is located. No difference was observed related to the gender of the teachers or their level of education. Over 70% of teachers believe that additional training on behavioural problems is absolutely necessary.
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408.More information
This article addresses the results of an action research training project conducted from 2011-2013 at a private college. In the project, a learning community was established in order to support teachers who had several students with learning disabilities in their classes. Inspired by a social model of disability, the participants analyzed their practices in relation to the needs of students with specific learning difficulties and then tried different instructional strategies that could help these students in their learning processes. Two elements of the results are presented. The first has to do with the current situation in colleges for teachers who are working with these students in their classes. These results help shed light on what the teachers in the learning community experienced. The second element concerns the barriers that were identified and the instructional practices that were experimented with. The discussion clearly demonstrates promising avenues for supporting teachers in their efforts.
Keywords: trouble d'apprentissage, modèle social du handicap, éducation postsecondaire, recherche-action-formation, conception universelle de l'apprentissage, learning disabilities, social model of disability, postsecondary education, action research training, universal design for learning, trastorno del aprendizaje, modelo social de la discapacidad, educación postsecundaria, investigación-acción-formación, concepción universal del aprendizaje
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409.More information
Individual and family characteristics associated with the persistence of disruptive behavior disorders in children. This study identifies characteristics, measured at study entry, that differentiate between children engaging in persisting or in decreasing trajectories of behavior disorder and verifies the moderating effect of gender. The sample consists of 268 elementary school-age children (28% of girls; M=9.8 years, s.d.=1.79) receiving services for behavioral problems at school. According to the latent growth class analysis (six years), 12.3% of children (24% of females) belonged to the persisting trajectory and 32.5% (30% of female) belonged to the descending trajectory. Although children in both trajectories had similar vulnerabilities at study entry, multivariate regression analyzes identified some differentiating characteristics: a temperament characterized by a high sensory threshold increases the probability of belonging to the persistent trajectory among girls; the presence of an anxiety disorder and the absence of a depressive disorder in the parents was associated with membership in the persistent trajectory. These findings support targeting difficulties of parents to prevent the persistence of behavioral problems.
Keywords: troubles du comportement, trajectoires de développement, caractéristiques individuelles et familiales, enfance, effets de genre, behavior disorders, trajectory, individual and familial factors, childhood, gender
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410.More information
In a context of inclusive school, this paper aims to demonstrate good practices to implement, to promote autistic students' academic success in regular classes during the primary to secondary school transition. The information gathered is based on an action research conducted during two years in three schools from two different Quebec administrative regions. Stakeholders (n=25), autistic students (n=11), and their parents (n=10), have helped to outline the salient aspects of the practices implemented to promote an inclusive education for all. Our conclusions show that it is imperative to provide professional development on understanding the scheme of thinking of autistic students, to regular classroom stakeholders. It is also important that decision-makers give time to set up collaboration between primary and secondary level resources, as well as those of community and rehabilitation networks.
Keywords: inclusion scolaire, autisme, transition primaire-secondaire, pratiques d'intervention, formation, coopération, inclusive education, autism, primary to secondary school transition, intervention practices, professional development, cooperation