Documents found
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361.More information
From a socio-clinical, this text seeks to identify avenues for reflection on the necessary articulation of social and psychological dimensions in the intervention. This will be defined as theoretical space but also within one over the other aspects, which revolve emotional, cognitive and social. Will discuss the theoretical significance of the narrative self as a knowledge production that combines these aspects. It would be simplistic to think that the work itself is merely a response to the imperative psychologising production of the individual.
Keywords: Individu, société, connaissance, clinique, intervention, Individual, society, knowledge, clinical, intervention
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362.
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363.More information
Receiving an autism spectrum disorder (ASD) diagnosis within a family creates a variety of needs and changes the context in which parents exercise their roles within the family and society. Support networks are known to play a key protective role in safeguarding the quality of life for these families, whether they are made up of professionals (formal network) or of members of the extended family (informal network). This article examines how voluntary help and community solidarity can emerge from the community or other areas of parental life (e. g. employment, neighbourhood, social media). Semi-directed interviews were conducted with 13 families in the province of Quebec whose children received a diagnosis of ASD. The results of the qualitative analysis show that local help and solidarity play an important role in the lives of this group of families. These forms of support for parents came mainly from other parents in the same situation or on social media. These parents regard these forms of support as highly valued and conducive of the development of a bond based on identity. Discussed here are the implications for social intervention in a family context where a child has received an ASD diagnosis.
Keywords: entraide, groupes de parents, handicap, Internet, soutien social, autism, parent groups, disability, internet, social support
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365.More information
We sought to ascertain the perceptions of teachers and principals with regard to the factors affecting student achievement. Data collection was achieved by means of a questionnaire administered to teachers and principals (N = 116) from each francophone elementary school in New Brunswick, Canada. Results show that the teachers attributed student performance as much to external factors (student-related) as to internal factors (teacher-related), while the principals attributed student performance to external factors (teacher-related). Overall findings indicate that the participating teachers and principals gave greater importance to teaching quality and to student motivation and commitment.
Keywords: Rendement scolaire, écoles primaires, attributions causales, qualité de l'enseignement, motivation scolaire, Student achievement, elementary schools, causal attributions, teaching quality, student motivation
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366.More information
In a context where the integration of students with difficulties is privileged, studies suggest that its implementation by teachers is associated with their attitudes. Among the characteristics likely to influence the latter, attitudes towards the pupil are well documented: behavioural difficulties are perceived more negatively. Little is known however about the effect of the personal and contextual characteristics of the teacher. This study portrays the attitudes of 2276 preschool/primary and secondary school teachers towards the integration of students with behavioural difficulties and examines the role of their characteristics. Descriptive analyses and hierarchical linear regression indicate distinctions between the dimensions of attitudes, the frequency of participation in an intervention plan and the training received. Results are discussed in light of the conditions needed to be implemented in order to support teachers and students.
Keywords: difficultés comportementales, primaire, secondaire, enseignant·e·s, attitudes, behavioral difficulties, primary, secondary, teachers, attitudes, problemas de comportamiento, primaria, secundaria, maestros, actitudes
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367.More information
Keywords: Stratégies d'étude, réussite collégiale, autorégulation des apprentissages, TDA/H, trouble d'apprentissage
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368.More information
Laurent Mottron's recent book on early chilhood autism promotes the idea of autism as a new form of intelligence and limits early intervention to be a no-directive form of support to this intelligence development. The whole concept appears to be grounded in a pseudo-scientific perspective and lacks the fundamentals of a data-based, scientific theory.
Keywords: Autisme, intervention précoce, pseudo-science, Autism, early intervention, pseudoscience
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369.More information
This article is a critique of a recent book that was written with the objective of defending sex equality by denying the existence of differences between women and men. The first part of the article argues that sex equality is a social value independent of the fact that men and women differ in certain ways. When researchers use scientific data to defend personal values and beliefs, it is an abuse of power that affects both their own credibility and that of science itself. The second part demonstrates the importance of developing a better understanding of those sex differences, both large and small, even if men and women have more points in common than differences. Researchers rarely take context into account when they measure different traits and compare scores instead of comparing the developmental processes involved in women and men's adaptation to their environment. The interaction between environment and biological predispositions is inherent in the developmental processes requiring further investigation.
Keywords: égalité des sexes, sexisme, différences sexuelles, cerveau, hormone, interaction gène-environnement, gender equality, sexism, sex differences, brain, hormones, gene-environment interaction
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370.More information
Since the 1990s, school system regulation in OECD nations has undergone many transformations, and the Quebec school system is no exception. New Public Management, which draws heavily on private sector management techniques, aims to remedy the alleged disorganization and inefficiency of public institutions. In Quebec, this new rationalization of the school system has major impacts on the work of various categories of school officers, including teachers as well as those who do not work as directly in the classroom, like technicians and educational professionals (psychologists, learning assistance teachers, psychoeducators, speech therapists, occupational therapists, etc.). The article deals with the heavy tensions between the professional and organizational conceptions of the profession that many school professionals are experiencing. But are the routine operations of the school, its autonomy, and the division of educational labour conducive to the creation of structured or organized action that would allow educational professionals to resist the new way their work is being rationalized ?
Keywords: Nouvelle Gestion publique, division du travail éducatif, résistance, accords et arrangements, New Public Management, division of educational labour, resistance, agreements and arrangements, Nueva Gestión pública, división del trabajo educativo, resistencia, acuerdos y arreglos