Documents found
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471.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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472.More information
This exploratory study investigated the outcomes of the program “Des mots pour les maux”, a program adapted to French and aimed at re-educating different components of written language on graphophonological correspondences and spelling representations with six students with dyslexia or at risk of presenting such disorder. The study is divided into 2 phases which 6 measures are taken: Phase 1 (at the beginning of the study, and 3 and 6 weeks after standard orthopedagogical interventions) and phase 2 (8 weeks, 16 weeks and 24 weeks after introducing the program tested) in order to assess the skills before and after the introduction of the program. The results suggest some improvement regarding phonological correspondences in reading and, more importantly, orthographic representations in reading and spelling 16 weeks after using the program. This study has thus indicated that dyslexic or at-risk students could benefit from this program “Des mots pour les maux”.
Keywords: Dyslexia, dyslexie, reading and spelling interventions, programmes rééducatifs, dual-route cascaded model, modèle cognitif à double voie, décodage, reading, spelling, orthographe
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473.More information
Keywords: classe flexible, compétences du 21e siècle, C21, primaire, aménagement flexible
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474.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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475.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
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476.More information
Objectives: To compare substance use, gambling behaviors and personality traits between two different groups of individuals with a gambling disorder (young and adult patients); to explore the contribution of sex, age and personality traits on substance use; and to evaluate the capacity of age and personality traits to predict substance use.Methods: The participants were 428 gambling disorder (GD) patients, divided into two groups based on age [55 young participants (age≤25 years) and 373 middle- to old-aged participants (age>25 years)]. All were consecutively admitted to a Psychiatry Department and diagnosed according to the DSM-IV criteria. In addition, the Diagnostic Questionnaire for Pathological Gambling according to DSM-IV criteria, the South Oaks Gambling Screen (SOGS), the Temperament and Character Inventory-Revised (TCI-R), and other clinical measures were used to examine gambling behaviors, substance use and personality.Results: When the two age groups were compared, statistically significant differences were observed in several sociodemographic variables. Furthermore, the younger GD patients presented higher rates of drug use (p=.010). Regarding the personality traits, differences were found only in the Novelty Seeking (NS) scale, where the younger patients presented elevated scores (p=.006). Higher scores (p=.022) in NS and lower ones (p=.028) in Self-Transcendence (ST) were the personality traits significantly associated with tobacco consumption (p=.003). However, only age was associated with other substance use (p=.003).Conclusions: The results confirm that GD often co-occurs with substance use. The association between GD and the consumption of tobacco, alcohol and other drugs has a series of clinical and personality implications, particularly for young populations. Since several studies have demonstrated that GD rates are higher among younger individuals, early onset of the disorder is often associated with greater severity and persistence of the gambling problems. In addition, the presence of a dual diagnosis (drug consumption) could complicate the response to treatment. It is therefore of special interest to continue the study of young populations in order to design and implement treatment programs that address all the problems linked to the clinical profiles in this age range.
Keywords: bas âge, âge précoce, trouble de jeu pathologique, personnalité, troubles liés à l'utilisation substances, early age, gambling disorder, personality, substance use disorders, menores, edad precoz, problema de juego patológico, personalidad, problemas relacionados con la utilización de sustancias
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479.More information
The use of a self-reported measurement tool to identify emotional and behavioral problems would contribute to the valid assessment of adaptative difficulties among Indigenous children. However, without proper validation in a particular socio-cultural context, the use of psychological tests may lead to inaccurate interpretations (AERA et al., 2014). The Dominic Interactive (Valla, 2008) screens for seven common mental health problems in children and has shown promise in terms of being a valid measure for Indigenous children (Garneau et al., 2020). The psychometric properties of the Dominic Interactive are examined in 195 Innu children in Quebec. This study reports indices of temporal stability (test-retest reliability) and validity of the Dominic Interactive scale scores interpretations. Associations between test scores and other variables, such as the ASEBA-Teacher Report Form (TRF) scores (Achenbach et Rescorla, 2001), the reception of psychosocial or educational services, and child gender were examined. Results show satisfactory temporal stability for the seven Dominic Interactive scale scores among Innu children. Correlations between Dominic Interactive scale scores and ASEBA-TRF scale scores suggest that Innu children are reporting valid information about their anxious, depressed, oppositional, behavioral, and attentional symptoms. However, Dominic Interactive scores were poorly associated with the reception of psychosocial or educational services. Data suggest Innu girls participating in this study were less likely to be referred for services. Potential clinical applications of these results are discussed.
Keywords: évaluation, santé mentale, enfants, Premières Nations, qualités psychométriques, Assessment, Mental Health, Children, First Nations, Psychometrics
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480.More information
Despite the refusal of the Prime Minister of Quebec to recognize the existence of “systemic racism” in Quebec, deeming this term too guilt-inducing for the majority, there is significant official, scientific, and community literature in Quebec and Canada—and case law in matters of discrimination—that has documented systemic racism and its various manifestations in education. However, although the phenomenon has long been documented, its more subtle manifestations (such as the “adultification” bias of young Black people), which have systemic effects, are not always known and recognized by school stakeholders. This article is based on a non-systematic and non-exhaustive review of survey reports, statistics, and empirical studies in Quebec, Canada, and the United States, the main findings of which converge regarding biases, stereotypes, and prejudices against young Black people and their systemic effects, despite different national contexts. The objective was above all educational: to show that invisible racism causes the problems of Black students to go unrecognized or become marginalized, which leads to less protection (under-protecting) and consideration of their needs—or, conversely, to over-policing and profiling behaviour toward young Black people.
Keywords: bias, biais, stéréotypes, stereotypes, racisme systémique, systemic racism, éducation, young Black people, Noires, education, Noirs