Journal articles: 'Pré adolescence et adolescence'

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Pommier, François. "Idéalisation, pré-adolescence et transfert." Adolescence 58, no. 4 (2006): 873. http://dx.doi.org/10.3917/ado.058.0873.

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Touzard, Colette. "L'expression déficitaire à l'adolescence : psychose et prépsychose." Psychologie clinique et projective 6, no. 1 (2000): 155–73. http://dx.doi.org/10.3406/clini.2000.1158.

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Colette Touzard, A deficit of expression at adolescence : psychosis and prepsychosis. Projective methods, which have been even further refined by their longitudinal dimension in the gathering of data, are able to clearly describe the pathological processes which characterize the impaired structure at adolescence, that is, infantile psychosis in its development at the period of adolescence. We will see how troubles in the thinking process are caught in a permanent functional bond with an alteration in the activity of representation. Troubles in the thinking process are discerned here by the bias of the capacity of representation. We will see that this amputation of unconscious thought is not located in the same place - in the malfunction of the specular relation - in the case of full-blown psychosis and in the case of pre-psychosis.Troubles of the thought processes, defense mechanisms as well as the adjustments which are possible, differ from one type of organization to another. The same is true for regulations of the psychosomatic economy. Key words : Psychosis - Pre-psychosis - Troubles of the thinking process - Separation anxiety - Psychosomatic economy - Rorschach - TAT.

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Emmanuelli, Michèle. "L'inhibition intellectuelle à la pré-adolescence : mise en défaut de la latence et prélude à la séparation." Psychologie clinique et projective 2, no. 2 (1996): 261–78. http://dx.doi.org/10.3406/clini.1996.1073.

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Michèle Emmanuelli, La inhibición intelectual en la pre-adolescencia : puesta en falla de la latencia y preludio a la separación. La distancia aportada por la latencia fiente a la situación edípica permite el funcionamiento no conflictualizado de las actividades intelectuales investidas sobre el modo fálico ; ella autoriza una repartición libidinal diferente, una investidura narcisística del pensamiento. La inhibición intelectual sobreviniente en la pre-adolescencia aparece como una puesta en falla del trabajo de la latencia. La problemática edípica esta en el centra de las dificultades de pensamiento, en su doble vertiente pulsional, sexual y agresiva, pero también del hecho de la repercusión narcisística que ella opera. La proximidad del trabajo de separación que la adolescencia va a exigir juega también un roi inhibidor. Las pruebas proyeetivas permiten el acceso a estos diferentes puntos. Palabras-clave : Pre-adolescencia, Proceso de pensamiento, Inhibición intelectual, Fracaso escolar, Rorschach, TAT, Narcisismo, Edipo, Período de latencia.

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Nucara, Giuseppe. "La recherche du père perdu dans la thérapie analytique de groupe de l’anorexie et de la boulimie." Revue de psychothérapie psychanalytique de groupe 26, no. 1 (1996): 131–46. http://dx.doi.org/10.3406/rppg.1996.1330.

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L’étude de patientes anorexiques et boulimiques en thérapie analytique de groupe a conduit l’auteur à quelques considérations d’ordre théorique inhérentes à la «perte» de la figure «bonne» du père dans l’anorexie et dans la boulimie, à l’importance de sa récupération à travers le «parcours» thérapeutique, et enfin, à un encadrement de ce problème à la lumière des résultats d’une recherche récente sur la paternité, conduite par un groupe d’endocrinologues de Parme. Les considérations clinico-théoriques formulées par l’auteur en conclusion peuvent être résumées en quatre points conceptuels : le «vide» paternel ; le «vide» masculin, paternel et générationnel ; le «vide» masculin et paternel durant la période de la pré-adolescence ; la «récupération» du père comme étape psychothérapeutique cruciale.

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Octobre, Sylvie. "Les loisirs culturels des 6-14 ans. Contribution à une sociologie de l’enfance et de la prime adolescence." Enfances, Familles, Générations, no. 4 (May 4, 2006): 1–28. http://dx.doi.org/10.7202/012898ar.

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Résumé En France, comme ailleurs, les loisirs des moins de 15 ans n’avaient jusqu’à peu jamais fait l’objet d’investigation d’ensemble. Considérés comme des êtres infra-sociaux, à protéger contre les méfaits de certaines activités (notamment médiatiques) ou bien supposés très largement déterminés par la culture familiale, les plus jeunes n’étaient l’objet d’analyse qu’au passage à l’adolescence. On manquait ainsi d’informations sur le poids de l’enfance et de la pré-adolescence en matière de formation des goûts. L’enquête réalisée par le Département des études, de la prospective et des statistiques (DEPS) du Ministère de la Culture et de la Communication française permet de donner une vision panoramique de l’investissement des 6-14 ans dans le loisirs, rendant leurs parts respectives aux consommations médiatiques (télévision, écoute de musique, de radio, ordinateur, jeux vidéo), à la lecture, aux pratiques artistiques amateurs, à la fréquentation des équipements culturels (cinéma, bibliothèques, lieux de spectacles et de patrimoine), au sport et au jeu. Il s’agit ici de revenir sur cette enquête, dont les résultats ont été récemment publiés (Octobre, 2004), en se focalisant sur trois questions : quel est l’effet de l’âge sur la modification du rapport aux loisirs ? Quel est celui du sexe ? Comment la socialisation primaire familiale prend-elle pour objet les loisirs et contribue-t-elle à la production et à la reproduction des habitus ? Ce faisant, on contribue à la (re?)fondation d’un discours sociologique et politique sur l’enfance à travers le prisme des activités culturelles.

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Lafargue, Bernard. "De Blade Runner à A.I. : une machine plus humaine que l’homme." Figures de l'Art. Revue d'études esthétiques 6, no. 1 (2002): 461–67. http://dx.doi.org/10.3406/fdart.2002.1327.

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La perfectibilité est à l’homme ce que l’instinct est à l’animal. Habitant le virtuel, l’homme est destiné à devenir sans fin ce qu’il est. Quel comité de sages pourrait fixer une limite aux métamorphoses d’un être totipotent, protéiforme et prothétique ? L’humanité n’est jamais acquise, mais en “hominiscence”, selon le mot si juste que Michel Serres forge sur le modèle d'“adolescence”. L’immense mérite des films de science-fiction est de nous faire (pré) voir quelques figures possibles de l’homme de demain. De Blade Runner à A. I. tout se passe comme si, la machine virtuelle devenait le modèle de l’homme.

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Bellehumeur, Christian R., Gervais Deschênes, and Judith Malette. "L’imaginaire au cœur du développement psycho-spirituel des jeunes: une réflexion interdisciplinaire sur la spiritualité de l’enfance et de la pré-adolescence." Studies in Religion/Sciences Religieuses 41, no. 1 (March 2012): 68–92. http://dx.doi.org/10.1177/0008429811429913.

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Le présent article1 porte sur l’apport de l’imaginaire dans le développement psycho-spirituel des jeunes, enfants et pré-adolescents. Cette problématique s’insère dans le contexte de la société québécoise contemporaine ; deux changements sociaux récents en ce qui a trait à l’éducation des jeunes y sont présentés. Pour traiter de cette question, nous faisons appel aux principales théories du développement de l’enfant qui ont largement décrit les différents stades développementaux. Il sera question de leurs limites, et surtout de leurs forces, dont certaines ont proposé des éléments, comme l’imagination – qui se rapproche et se distingue de l’imaginaire – qui font écho à l’élan naturel des enfants d’être tournés dès leur naissance vers le spirituel. Nous présentons également la théorie de Gilbert Durand (1992 [1960]) de l’imaginaire. Enfin, nous terminerons avec une brève réflexion théologique de l’importance de considérer l’imaginaire dans le développement de la foi. In this article, we look at the contribution of the “imaginary” to the psycho-spiritual development of children and pre-adolescents. We also look at two recent social changes in education, in the province of Quebec, which could possibly have an impact on this very development. Main theories of child development are also used to better understand children’s propensity towards spirituality, as well as Gilbert Durand’s theory (1992 [1960]) on anthropological structures of the “imaginary.” We conclude with a theological reflection on the importance of the “imaginary” for faith development.

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Mahurin-Smith, Jamie, Laura S. DeThorne, and Stephen A. Petrill. "Children Born Prematurely May Demonstrate Catch-Up Growth in Pre-Adolescence." Language, Speech, and Hearing Services in Schools 52, no. 2 (April 20, 2021): 675–85. http://dx.doi.org/10.1044/2020_lshss-20-00111.

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Introduction Children born prematurely often score lower on standardized tests of language in early childhood. Less is known about longer term outcomes. This investigation considered language outcomes in pre-adolescent children born very preterm/very low birthweight, as assessed by both standardized test scores and language sample measures, and explored attention abilities as a possible moderating factor. Method The present investigation provided a longitudinal follow-up to Mahurin Smith et al. (2014) by examining the language outcomes of 84 children at the 11-year time point (39 with a history of prematurity and 45 born at full term) and a total of 82 at the 12-year time point (37 with a history of prematurity, 45 born at full term). Assessments included subtests of the Clinical Evaluation of Language Fundamentals– Fourth Edition, productive language measures taken from narrative tasks, and parent and examiner ratings of attention. Results Gestational age significantly predicted standardized language scores at age 11 years, but this effect was no longer statistically significant at age 12 years. When parent ratings of attention were considered as additional variables, gestational age was no longer a significant predictor. Gestational age did not serve as a significant predictor for the productive language measures at either time point. Discussion Results indicate that catch-up growth in language may take place in pre-adolescence for many children born prematurely. Clinical implications focus on the need to utilize multiple forms of language assessment and to directly consider the potential role of attention on standard test results.

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林育瑋, 林育瑋, and 吳柏翰吳柏翰. "兒童與青少年運動員神經肌肉訓練之組成與應用." 運動表現期刊 10, no. 2 (September 2023): 111–34. http://dx.doi.org/10.53106/240996512023091002004.

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目的：運動員的專項化水準與競賽表現有正相關。如何在兒童與青少年時期開始練習基本動作技術，強化身體能力並熟練專項運動技術，是教練與運動員的主要目標。此外，根據不同運動專項的需求，發展身體能力的訓練方法，減少運動傷害和提升訓練動機，最終在運動競賽中贏得勝利，成為教練與運動員關注的議題。本文彙整兒童與青少年神經肌肉訓練(neuromuscular training) 的相關文獻，根據青少年體能發展模型(the youth physical development model) 區分身體能力發展時期，討論如何藉此逐步強化運動專項表現。方法：於Google學術搜尋、Pubmed (MEDLINE) 及Web of Science 查詢相關研究文獻進行分析。結果：本文獻回顧分析兒童與青少年神經肌肉訓練實證研究，了解訓練各種體能要素對運動表現的影響。針對肌力、爆發力、速度、敏捷、平衡等能力，提供兒童期、兒童後期與青春期不同發展時期具體訓練方法。結論：建議在專項運動訓練前，加入至少15分鐘的神經肌肉訓練，或是至多70分鐘的獨立訓練課程，促進體能發展。儘管如此，在設計運動員的運動處方時，仍需考慮運動員的實際年齡和訓練經驗，並根據個別差異改變神經肌肉訓練計畫，將訓練效益最大化。  Introduction According to the Youth Physical Development Model, children and adolescents should participate in sports pro-grams that match their age and physical abilities (Bergeron et al., 2015). This study examines the different components of physical fitness including strength, power, speed, agility, and balance, in the context of neuromuscular training (NMT) throughout childhood, late childhood, and adolescence (Granacher et al., 2016). The findings are expected to provide insights for coaches to design specific physical ability training plans for athletes using NMT. Benefits of Neuromuscular Training for Children and Adolescents NMT can improve children’s and adolescents’ fundamental movement skills, such as stability skills, locomotor skills, and manipulative skills, as well as their power, speed, and agility (Panagoulis et al., 2020). Moreover, NMT also has injury prevention effects, reducing the overall injury risk in sports, the risk of severe injuries in lower limb joints, and the total number of days lost to injury (Rössler et al., 2019). Engaging in NMT before specialized training or as an independent training program is recommended. Planning and Recommendations for Strength and Conditioning for Children and Adolescents During early childhood strength training, it is recommended to engage in exercises that involve both vertical and horizontal pushing and pulling of the upper and lower limbs (Duncan et al., 2018). As one progresses through late childhood, gradually incorporating low-intensity-free-weight training is recommended (Panagoulis et al., 2020). Throughout adolescence, training regimens should be tailored to meet specific physical fitness requisites. Besides in-cluding sessions of moderate-intensity muscular strength training to promote muscle hypertrophy and strength, the inte-gration of eccentric strength training is also deemed suitable. It’s recommended to focus on fundamental movement skills like agility, balance, and coordination during early childhood power training (Duncan et al., 2018). In late child-hood, plyometric and low-intensity strength training should be integrated with a focus on jumping mechanics . Throughout adolescence, the training program should incorporate plyometric exercises and weightlifting training to improve the rate of force development, such as with complex training (Faigenbaum et al., 2007). In the context of speed training, it is imperative to instill correct running posture and skills during early childhood. As one progresses through late childhood, it is recommended to concentrate on sprinting technique and the synchro- nized contraction of three joints (Cissik, 2004). Throughout adolescence, it is suggested to incorporate strength training, eccentric strength training, and plyometric training. This integration serves the purpose of refining sprinting techniques, acceleration, and achieving maximum speed during sprints (Pichardo et al., 2018). Within the realm of agility training, during childhood, the predominant focus lies on honing acceleration and deceleration skills, and promoting core stabil-ity in the hip, knee, and ankle regions. As one progresses through late childhood, the training program closely resembles that of childhood (Dos’ Santos et al., 2019). Throughout adolescence, it’s important to engage in a training routine that includes speed training, eccentric strength exercises, plyometric training, and balance training. Furthermore, enhancing agility should involve practicing changes of direction (COD) (Hammami et al., 2018). Balance training should be im-plemented in childhood and adolescence, With training sessions involving exercise with eyes open and closed on vary-ing surfaces, adapting intensity to athlete’s ability. It’s important to note that maintaining stability with both feet is easier than with single foot (Gebel et al., 2018). Conclusion When planning and implementing strength and conditioning training for children and adolescents, it’s important to consider the varying stages of their physical development. Starting from childhood, focusing on fundamental movement skills and neuro-muscular training can help prevent injuries and improve sports performance. Before commencing sport-specific training, it is important to acquire fundamental movement skills, including stability skills, locomotor skills, and manipulative skills. NMT is advisable to allocate a period of 10 to 15 minutes before training or competition, or even dedicate a session lasting 30 to 60 minutes specifically for this purpose.

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Mestanik, Michal, Alexander Jurko, Andrea Mestanikova, Tomas Jurko, and Ingrid Tonhajzerova. "Arterial stiffness evaluated by cardio-ankle vascular index (CAVI) in adolescent hypertension." Canadian Journal of Physiology and Pharmacology 94, no. 1 (January 2016): 112–16. http://dx.doi.org/10.1139/cjpp-2015-0147.

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Elevated blood pressure (BP) is a major risk factor for atherosclerosis. As the studies concerning vascular alterations in pediatric patients are rare, we aimed to study the relationship between hypertension and arterial stiffness in adolescence by novel method independent from BP during examination. Twenty nonobese adolescent boys (16.5 ± 0.4 years) with newly diagnosed essential hypertension, 20 adolescent boys (16.7 ± 0.4 years) with newly diagnosed white-coat hypertension, and 20 healthy controls matched to age and body mass index were examined. Cardio-ankle vascular index (CAVI), brachial-ankle pulse wave velocity (baPWV), pre-ejection period (PEP), and ejection time (ET) were evaluated. CAVI was significantly increased in essential hypertension patients compared with controls (p < 0.05) with no significant difference in white-coat hypertension patients. Significantly higher baPWV was found in essential and white-coat hypertension patients compared with controls (both p < 0.001). White-coat hypertension patients showed significantly shortened PEP and ET compared with controls (p < 0.01 and p < 0.001, respectively) and essential hypertension patients (both p < 0.05). For the first time, the arterial stiffness in adolescents with newly diagnosed essential and white-coat hypertension was studied using BP-independent index CAVI combined with conventional baPWV. Our study revealed significantly increased CAVI in adolescents with newly diagnosed essential hypertension compared with controls. Our findings could help to understand hypertension–atherosclerosis interaction.

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Khosravi, Maryam, Bita Golkarian, and Marzieh Soleymani Moghadam. "The Effectiveness of Health Promoting Lifestyle Education on Distress Tolerance and Life Expectancy in Adolescences with Cancer." Journal of Adolescent and Youth Psychological Studies 4, no. 8 (2023): 115–23. http://dx.doi.org/10.61838/kman.jayps.4.8.13.

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Background and Aim: Cancer in adolescence can have a long-term impact on the physical, mental and social life of people in adulthood. As a result, the present research was conducted with the aim of determining the effectiveness of health promoting lifestyle education on distress tolerance and life expectancy in adolescences with cancer. Methods: The current research was semi-experimental with a pre-test and post-test design along with the control group. The research population was adolescences with cancer that referred to the Shahid Beheshti Hospital of Babol city in the winter season of 2022 year. The research sample was 30 people who were selected by the purposive sampling method, after checking the inclusion criteria and were replaced with the lottery in two equal groups, randomly. The experimental group was educated 8 sessions of 90 minute with the health promoting lifestyle method and during this period the control group was not trained. The research tools were included the demographic information form, Simmons and Gaher distress tolerance scale (2005) and Snyder et al life expectancy scale (1991). Data were analyzed by multivariate analysis of covariance in SPSS-19 software at a significance level of 0.05. Results: The findings showed that 8 sessions of health promoting lifestyle education increased distress tolerance and life expectancy in adolescences with cancer (P<0.001). Conclusion: The results of this study indicated the effectiveness of health promoting lifestyle education on increasing distress tolerance and life expectancy in adolescences with cancer. As a result, counselors and psychologists can use the mentioned method to improve the psychological characteristics of different groups, especially adolescences with cancer.

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Chesnokova, O. B., S. M. Churbanova, and O. V. Markish. "A Moderating Role of Social Intelligence and Creativity During Primary Career Exploration in Late Adolescence." European Psychiatry 66, S1 (March 2023): S394. http://dx.doi.org/10.1192/j.eurpsy.2023.852.

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IntroductionCareer self-exploration activities can be defined as orienting oneself in one’s own vocational interests, skills, job, and organizational characteristics and as an important career pre-decision stage (Stumpf et al., 1983). Effective career exploratory behaviors are associated with less anxiety regarding uncertainty and difficulties during first career decision-making (Storme, Celik, 2017; Xu et al., 2014). In Study 1, we showed that productive career self-exploration in adolescence is associated with a high level of tolerance for uncertainty (TU) (Chesnokova, Churbanova et al., 2022).ObjectivesThe aim of Study 2 was to compare the social intelligence (SI) and creativity (Cr) of students with high and low level career adapt-abilities applied to present and prospective future career decisions.MethodsParticipants were 67 students (15-17 years old). SI was assessed by O’Sullivan & Guilford’s Tests (1966), Cr was measured by CAP consisted of Test of Divergent Thinking and Test of Divergent Feeling (Williams, 1980). Career adapt-abilities were estimated by CAAS (Savickas & Porfeli, 2012; Pryazhnikov, 2016).ResultsTwo contrast clusters based on SI and Cr mediated by TU level were analysed. One cluster included students with high pragmatic motivation concerning career path choice. There were students with high TU, high SI and cognitive Cr and low level of Divergent Feeling who focusing on nearest obstacles like entrance exams and distant professional future (professional revenues, social status and on task-oriented content). They are open to new career experiences and flexible in career choice (at r .56, p .001), but they lack social intelligence’s diplomatic techniques and cognitively complicated interpersonal situational awareness. They mostly rely on academic aptitude and self-efficacy. The second cluster of students was made up of those with low TU, average to low SI, and high levels of divergent feelings. They exhibited less pragmatist motivation and active career exploratory behaviors regarding both immediate and long-term professional paths, professional values, the human aspects of potential careers, the social structure of professional society, and the need to use emotional intelligence when interacting with clients and working in teams. They rely on social support from professional representatives and teachers during their career decision making.ConclusionsIn sum, SI and Divergent feelings may be significant mediators in the development of career adaptability and realistic self-perceived confidence in task-oriented content as well as interpersonal specificity of professional social environments. To reduce stress and anxiety of prospective students, the development of self-efficacy and motivation should be given priority over just academic readiness for exams and narrow professional skills.Disclosure of InterestNone Declared

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Rabinowitz, Jill A., Rashelle J. Musci, Beth Reboussin, Adam J. Milam, Kelly S. Benke, George R. Uhl, Danielle Y. Sisto, Nicholas S. Ialongo, and Brion S. Maher. "Polygenic and environmental influences on the course of African Americans’ alcohol use from early adolescence through young adulthood." Development and Psychopathology 32, no. 2 (July 1, 2019): 703–18. http://dx.doi.org/10.1017/s0954579419000701.

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AbstractThe study examined (a) whether alcohol use subgroups could be identified among African Americans assessed from adolescence through early adulthood, and (b) whether subgroup membership was associated with the interaction between internalizing symptoms and antisocial behavior polygenic risk scores (PRSs) and environmental characteristics (i.e., parental monitoring, community disadvantage). Participants (N = 436) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city. Youths reported on the frequency of their past year alcohol use from ages 14–26. DNA was obtained from participants at age 21. Internalizing symptoms and antisocial behavior PRSs were created based on a genome-wide association study (GWAS) conducted by Benke et al. (2014) and Tielbeek et al. (2017), respectively. Parental monitoring and community disadvantage were assessed at age 12. Four classes of past year alcohol use were identified: (a) early-onset, increasing; (b) late-onset, moderate use; (c) low steady; and (d) early-onset, decreasing. In high community disadvantaged settings, participants with a higher internalizing symptoms PRS were more likely to be in the early-onset, decreasing class than the low steady class. When exposed to elevated community disadvantage, participants with a higher antisocial behavior PRS were more likely to be in the early-onset, increasing class than the early-onset, decreasing and late-onset, moderate use classes.

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Keshavarzi, Somaye, Eskandar Fathi Azar, Mir Mahmoud Mirnasab, and Rahim Badri Gargari. "Effects of a Transactional Analysis Program on Adolescents’ Emotion Regulation." International Journal of Psychological Studies 8, no. 4 (October 25, 2016): 51. http://dx.doi.org/10.5539/ijps.v8n4p51.

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Most adolescents are susceptible to exhibit emotional disorders due to rapid changes that occur during adolescence (Rudolph, 2002). To cope with such an issue, it is required to apply intervention programs in order to develop their competencies (Viner et al., 2012). In this study, the effect of transactional analysis on emotion regulation of 10th-grade female high school students has been examined by utilizing a quasi-experimental research (pre-test, post-test, and a control group design). Two classes have been chosen by cluster sampling and randomly assigned as the experimental and control groups. The Regulation of Emotion Questionnaire (Phillips & power, 2007) was administrated. The transactional analysis program has been hold in eight sessions for the experimental group. Both groups were reexamined for follow-up a month later. The collected data were analyzed by Multivariate Analysis of Covariance (MANCOVA) indicates a significant increase in the functional emotion regulation strategies as well as a marked decrease in the dysfunctional emotion regulation strategies. The follow-up test also revealed an adequate stability. The implications of transactional analysis program will be discussed.

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Reader, Keith. "'Tous les garçons et les filles de leur âge': representations of youth and adolescence in pre-new-wave French cinema." French Cultural Studies 7, no. 21 (October 1996): 259–70. http://dx.doi.org/10.1177/095715589600702103.

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Forchuk, Cheryl, Kerry Collins, Julie Eichstedt, Jeffrey Reiss, Richard Booth, Sandra Fisman, Abraham Rudnick, et al. "T102. TELEPROM-Y: IMPROVING ACCESS AND EXPERIENCE OF MENTAL HEALTHCARE FOR YOUTH THROUGH VIRTUAL MODELS OF CARE." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S269—S270. http://dx.doi.org/10.1093/schbul/sbaa029.662.

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Abstract Background About 1 in 5 youth have a mental illness, with 75 percent of all mental illnesses having their onset in childhood or adolescence (Kim-Cohen et al., 2003). In Ontario, 157,900 youth rated their mental health as fair or poor, a significant increase from 2007 (Boak et al., 2014). Not only do mental health concerns cause difficulties at onset, they can also disrupt important life transitions and developmental milestones, as well as being burdensome throughout the individual’s lifespan (Ratnasingham et al., 2012). Consequently, new care approaches are needed. The TELEPROM-Y project will evaluate outpatient health care delivery using InputHealth’s electronic Collaborative Health Record (CHR) at London Health Sciences Centre, St. Joseph’s Health Care London, Woodstock General Hospital, and community agencies including Youth Opportunities Unlimited, WAYS Mental Health Support, and Leads Employment Services. Methods 120 youth (ages 14–25) will be recruited from the caseloads of 46 mental healthcare providers. Participants will use a smartphone application (app) to connect to the Collaborative Health Record. Semi-structured interviews will be conducted at baseline, 6, and 12 months. This is a participatory action research project utilizing a pre-post, mixed-methods design. A standardized evaluation framework will be instituted to facilitate systematic effectiveness, economic, ethical, and policy analyses. Some of the functions of the app, available for Apple and Android phones, include: making/changing/cancelling appointments; text messaging; emailing, and filling out questionnaires/surveys. If the youth are unable to attend a scheduled appointment in person, the care-provider and youth can have a virtual visit, similar to FaceTime or Skype. Virtual visits should reduce missed appointments. Results Descriptive information thus far of 104 participants: Psychotic Disorder (e.g. schizophrenia) (13, 12.6%), Developmental handicap (e.g. Autism) (7, 6.8%), Anxiety Disorder (e.g. PTSD) (73, 70.9%), Disorder of childhood/adolescence (e.g. ADHD) (37, 35.9%), Substance-related disorder (13, 12.6%), Personality Disorder (17, 16.5%), Mood Disorder (e.g. depression, bipolar mood disorder) (70, 68.0%), Unknown (4, 3.9%), Other (19, 18.4%). Discussion We anticipate that through the usage of the TELEPROM-Y app the participant and care-provider experience will be enhanced, leading to 1) improved healthcare outcomes and patient quality of life, and 2) reduced healthcare costs by preventing hospitalization and reducing the need for face-to-face outpatient visits.

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Côté, Anne-Sophie, and Sophie Éthier. "« Nous sommes de jeunes aidants et nous existons » : Un groupe d’aide mutuelle pour faire sortir de l’ombre les jeunes proches aidants." Groupwork 29, no. 1 (June 21, 2020): 64–86. http://dx.doi.org/10.1921/gpwk.v29i1.1431.

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Le rôle de proche aidant que les jeunes sont amenés à occuper auprès de leurs parents passe trop souvent inaperçu, bien que diverses études montrent la présence de cette réalité à un moment ou à un autre de l’adolescence. Cet article présente un groupe d’aide mutuelle au sein de l’organisme Deuil-Jeunesse de Québec (Canada) auprès de jeunes aidants de 12 à 17 ans : les participants assumaient un rôle d’aidant dans un contexte de deuil. La démarche de huit rencontres visait à leur offrir un lieu où échanger, briser l’isolement et démystifier leur rôle. L’entrevue individuelle pré- et post-groupe, le journal de bord de l’intervenante et la grille d’observation des dynamiques d’aide mutuelle ont permis d’évaluer l’intervention. Les résultats mettent en lumière la méconnaissance sociale et individuelle de cette problématique ainsi que les besoins spécifiques des jeunes aidants. Les principaux bénéfices de cette approche sont l’acquisition d’un soutien significatif, le cheminement des jeunes vers la reconnaissance de leur rôle et la réalisation d’un projet artistique visant à sensibiliser la population. Cette étude se penche donc sur les enjeux du travail social de groupe auprès de populations méconnues, la force de l’aide mutuelle, le groupe considéré comme un vecteur de changement et les défis liés au manque d’identification à la situation qui réunit les participants.The caregiving role that young people are sometimes required to undertake with their parents is all too often overlooked, although various studies show the presence of this reality even in adolescence. This article presents a mutual aid group within the ‘Deuil-Jeunesse’ Québec (Canada) organization which deals with 12 to 17 year-olds. As a result, participants undertook their caregiver role in a context of grief. The group of eight meetings is aimed at offering them a place to exchange, break the isolation and demystify their role. The pre- and post-group individual interview, the practitioner’s logbook and observation grid dealing with mutual aid dynamics, made it possible to evaluate the intervention. The results highlight the social and individual misunderstanding of this problem as well as the young caregivers’ specific needs. The acquisition of important support, the journey of young people towards recognition of their role and the realization of an artistic project in order to raise public awareness, constitute the main benefits. Finally, the issues of group intervention with hidden populations, the strength of mutual aid, as well as the group as a vector of change and the challenges related to the lack of identification of the problem that brings them together are discussed.

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Nigolian, Irène. "Adolescence et psychosomatique." Adolescence 52, no. 2 (2005): 403. http://dx.doi.org/10.3917/ado.052.0403.

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Givre, Philippe. "Philia et adolescence." Adolescence 61, no. 3 (2007): 505. http://dx.doi.org/10.3917/ado.061.0505.

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Courty, Brice. "Skateboard et adolescence." Adolescence 61, no. 3 (2007): 691. http://dx.doi.org/10.3917/ado.061.0691.

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Lida-Pulik, Hélène, Nicole Vacher-Neill, and Françoise Penin. "Psychotropes et adolescence." Adolescence 69, no. 3 (2009): 759. http://dx.doi.org/10.3917/ado.069.0759.

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Dufour, Dany-Robert, and Marilia Amorim. "Langage et adolescence." Adolescence 70, no. 4 (2009): 941. http://dx.doi.org/10.3917/ado.070.0941.

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Gutton, Philippe. "Adolescence et Djihadisme." Outre-Terre N° 44, no. 3 (2015): 371. http://dx.doi.org/10.3917/oute1.044.0371.

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Forget, Jean Marie. "Fantasme et adolescence." La revue lacanienne 12, no. 1 (2012): 129. http://dx.doi.org/10.3917/lrl.121.0129.

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Gorans, Daniel. "Adolescence et adoption." L'information psychiatrique 83, no. 5 (2007): 377. http://dx.doi.org/10.3917/inpsy.8305.0377.

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Beauprêtre, Annabelle, and Anne Sauvaget. "Adolescence et VIH." L'information psychiatrique 85, no. 3 (2009): 241. http://dx.doi.org/10.3917/inpsy.8503.0241.

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Cattin, Michel. "Adolescence et addiction." Thérapie Familiale 32, no. 1 (2011): 59. http://dx.doi.org/10.3917/tf.111.0059.

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Picard, Louise, and Gisèle Bourgoin. "Adolescence et maternité." Reflets: Revue d’intervention sociale et communautaire 3, no. 2 (1997): 269. http://dx.doi.org/10.7202/026188ar.

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Braconnier, Alain, and Rémy Barbe. "Adolescence et psychothérapie." Psychothérapies 26, no. 2 (2006): 87. http://dx.doi.org/10.3917/psys.062.0087.

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Jeammet, Philippe. "Adolescence et dépendance." Psychotropes 11, no. 3 (2005): 9. http://dx.doi.org/10.3917/psyt.113.0009.

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Roptin, Jacky. "Adolescence et témoignage." Mémoires N° 76, no. 3 (January 21, 2020): 22. http://dx.doi.org/10.3917/mem.076.0022.

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Chagnon, Jean-Yves, and Florian Houssier. "Traumatisme et adolescence." Perspectives Psy 60, no. 1 (January 2021): 8–10. http://dx.doi.org/10.1051/ppsy/2021601008.

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Andrien, Loïc. "Psychiatrie et adolescence." VST - Vie sociale et traitements 102, no. 2 (2009): 75. http://dx.doi.org/10.3917/vst.102.0075.

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Grimaud, Lin. "Psychanalyse et adolescence." VST - Vie sociale et traitements 119, no. 3 (2013): 32. http://dx.doi.org/10.3917/vst.119.0032.

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Chouvier, Bernard. "Fanatisation et adolescence." Le Genre humain N°61, no. 2 (2019): 97. http://dx.doi.org/10.3917/lgh.061.0097.

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Le Run, Jean-Louis. "Adolescence et adoption." Enfances & Psy 29, no. 4 (2005): 127. http://dx.doi.org/10.3917/ep.029.0127.

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Lebrun, Caroline. "Adolescence et ménopause." Dialogue 204, no. 2 (2014): 63. http://dx.doi.org/10.3917/dia.204.0063.

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Bédard, Denise, and Carole Inkel. "Paternité et adolescence." Service social 37, no. 1-2 (April 12, 2005): 158–75. http://dx.doi.org/10.7202/706390ar.

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Abstract:

La première partie de cet article consiste en une synthèse des principaux écrits sur la paternité à l'adolescence, et cette problématique est développée sous trois aspects complémentaires: les stress des pères adolescents, leurs besoins, et les stratégies utilisées pour faire face au stress relié à la paternité. La seconde partie tire son origine de la pratique, telle qu'elle se vit dans les services aux jeunes pères à « La Clairière » de Québec. Les commentaires qui suivent permettent de soulever plusieurs questions pertinentes pour la recherche et l'action.

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Kammerer, Pierre. "Violence et adolescence." Le Coq-héron 184, no. 1 (2006): 136. http://dx.doi.org/10.3917/cohe.184.0136.

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Le Gloan, L., P. Guérin, B. Romefort, N. Benbrik, Q. Hauet, A. Mugniot, O. Baron, and V. Gournay. "Cardiopathies et adolescence." Archives de Pédiatrie 20, no. 5 (May 2013): H75—H76. http://dx.doi.org/10.1016/s0929-693x(13)71329-0.

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Hastier, N., K. Quinque, A. S. Bonnel, S. Leménager, and P. Le Roux. "Tabac et adolescence." Revue des Maladies Respiratoires 23, no. 3 (June 2006): 237–41. http://dx.doi.org/10.1016/s0761-8425(06)71573-x.

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Bailly, D. "Adolescence et schizophrénie." L'Encéphale 35 (January 2009): S10—S19. http://dx.doi.org/10.1016/s0013-7006(09)75527-7.

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Picherot, G., M. Muzslack, I. Hazart, D. Gras, L. Dreno, and C. Gras-Leguen. "Alcool et adolescence." Journal de Pédiatrie et de Puériculture 20, no. 8 (December 2007): 321–24. http://dx.doi.org/10.1016/j.jpp.2007.11.002.

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Scheinmann, P., J. De Blic, C. Delacourt, M. Le Bourgeois, and J. Paupe. "Asthme et adolescence." Revue Française d'Allergologie et d'Immunologie Clinique 32, no. 3 (July 1992): 162–64. http://dx.doi.org/10.1016/s0335-7457(05)80207-2.

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Massabie, Elsa. "Adolescence et sexualité." Cahiers de la Puéricultrice 51, no. 278 (June 2014): 12–17. http://dx.doi.org/10.1016/j.cahpu.2014.04.004.

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Jacquemin Le Vern, H. "Adolescence et pornographie." Gynécologie Obstétrique & Fertilité 32, no. 5 (May 2004): 416–19. http://dx.doi.org/10.1016/j.gyobfe.2004.03.015.

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Frappier, Jean-Yves, Élise Roy, Marc Girard, and Louise Charbonneau. "Sida et adolescence." Santé mentale au Québec 17, no. 1 (1992): 265. http://dx.doi.org/10.7202/502057ar.

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Dorly, Claire. "Inceste et adolescence." Cahiers jungiens de psychanalyse N° 89, no. 2 (January 2, 1997): 19–27. http://dx.doi.org/10.3917/cjung.089.0019.

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Amate, P., D. Luton, and C. Davitian. "Contraception et adolescence." Archives de Pédiatrie 20, no. 6 (June 2013): 707–13. http://dx.doi.org/10.1016/j.arcped.2013.03.002.

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Huguet, David. "Adolescence et enfermement." Les Cahiers Dynamiques N° 81, no. 3 (May 31, 2023): 121–37. http://dx.doi.org/10.3917/lcd.081.0121.

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Journal articles on the topic 'Pré adolescence et adolescence'

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