Dissertations / Theses on the topic 'Santé mentale en milieu scolaire'
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Goldstein, Eveline. "Résilience scolaire et santé mentale des jeunes de France et d'Israël." Toulouse 3, 2008. http://thesesups.ups-tlse.fr/3092/.
In handicapped environments, those who succeed in spite of risk factors are called " school resilients ". What is the part of education and culture or the part of the individual in this success ? Do the parents transmit the desire to get through ? 220 French and 240 israelis aged 13 to 16 were observed. Their success was assessed by an average of school performance and a average of social adaptation. We have observed the interactions between risk factors of adverse environments ans protections factors such as " adequate parental education " and " percieved mental health " by the adolescents. Our results confirm that scool resiliency is the result of multiple interactions between the individual and the environment. The resilient adolescent is affected by his adverse environment (parental and cultural) but he modifies his environment and constitues an active agent of his adaptation. A state of tensions might yield progress. The resiliency is an attitude, in contre reaction to difficulties. This attitude might be stimulated in pupils having difficulties
Konishcheva, Kseniia. "Novel strategies for identifying and addressing mental health and learning disorders in school-age children." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7083.
The prevalence of mental health and learning disorders in school-age children is a growing concern. Yet, a significant delay exists between the onset of symptoms and referral for intervention, contributing to long-term challenges for affected children. The current mental health system is fragmented, with teachers possessing valuable insights into their students' well-being but limited knowledge of mental health, while clinicians often only encounter more severe cases. Inconsistent implementation of existing screening programs in schools, mainly due to resource constraints, suggests the need for more effective solutions. This thesis presents two novel approaches for improvement of mental health and learning outcomes of children and adolescents. The first approach uses data-driven methods, leveraging the Healthy Brain Network dataset which contains item-level responses from over 50 assessments, consensus diagnoses, and cognitive task scores from thousands of children. Using machine learning techniques, item subsets were identified to predict common mental health and learning disability diagnoses. The approach demonstrated promising performance, offering potential utility for both mental health and learning disability detection. Furthermore, our approach provides an easy-to-use starting point for researchers to apply our method to new datasets. The second approach is a framework aimed at improving the mental health and learning outcomes of children by addressing the challenges faced by teachers in heterogeneous classrooms. This framework enables teachers to create tailored teaching strategies based on identified needs of individual students, and when necessary, suggest referral to clinical care. The first step of the framework is an instrument designed to assess each student's well-being and learning profile. FACETS is a 60-item scale built through partnerships with teachers and clinicians. Teacher acceptance and psychometric properties of FACETS are investigated. Preliminary pilot study demonstrated overall acceptance of FACETS among teachers. In conclusion, this thesis presents a framework to bridge the gap in detection and support of mental health and learning disorders in school-age children. Future studies will further validate and refine our tools, offering more timely and effective interventions to improve the well-being and learning outcomes of children in diverse educational settings
Oncioiu, Sinziana. "Le développement de l’intimidation par les pairs entre 6 et 17 ans : trajectoires, antécédents et conséquences en étude longitudinale populationnelle." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0201.
Long considered by many as a rite of passage for school-aged children, peer victimization has become an important public health issue given its prevalence and serious impact on child mental health and well-being. Peer victimization is the experience of being the target of peers’ hostile behaviors intended to inflict physical harm or psychological distress. Across countries and cultures, one in three children reports victimization by peers at some point during their school years. About 5-15% of youth are exposed to chronic peer victimization and are at increased risk of mental health problems, including anxiety, depression and suicidality. To date, universal preventive interventions of peer victimization at the school level have shown significant but modest effects in reducing victimization. However, these interventions generally do not address individual or familial factors that may increase the likelihood of being a target of peers’ hostile behavior. Understanding the role such preexisting vulnerabilities play for subsequent peer victimization experiences may be particularly important during early childhood, a central period for social development and the initiation of peer relationships. Furthermore, the evidence on the development of peer victimization across childhood and adolescence including the association of its timing and intensity with mental health outcomes is scarce. This limits our understanding of the periods in child development that would be most appropriate for early prevention of peer victimization. The objectives of the current thesis were to examine (1) the developmental trajectories of peer victimization from 6 to 17 years of age; and its association with (2) a wide range of early childhood behaviors and socio-environmental factors and (3) mental health comorbidities in young adulthood. We used data from the Quebec Longitudinal study of Child Development, a population-based birth cohort of 2120 children followed-up yearly or every other year from birth to 20 years old. In Study 1, we identified four developmental trajectories of peer victimization. Approximately one-third of children were in the low victimization trajectory. The remaining two-thirds of children were in either the childhood-limited trajectory (26%), in which high early childhood victimization decreased by adolescence; in the moderate adolescence-emerging trajectory (30%), in which victimization was moderate, relatively stable and above normative levels across adolescence; or the high-chronic trajectory (11%), in which victimization was persistently higher compared to peers. Furthermore, we found that early childhood externalizing behaviors and family vulnerabilities (i.e., having a father with a history of antisocial behavior or living in a separated family) were associated with the development of peer victimization. In Study 2, we showed that parents’ choice regarding the age at entry into and the frequency of use of child care services does not have an effect on their offspring’s experiences of peer victimization in the long-term. Finally, in Study 3 we showed that all peer victimization experiences, even those limited to childhood, were associated with mental health comorbidities in young adulthood. However, persistent victimization was associated with complex mental health comorbidity patterns. Taken together, these results suggest that continued prevention of peer victimization could help reduce the burden of severe and complex mental health problems in youth. Moreover, early support and targeted preventive interventions for vulnerable children and their families could help break the cycle of persistent peer victimization
Royer, Alexis. "Approche "École en santé" : analyse d'un milieu scolaire au primaire." Thèse, Université du Québec à Trois-Rivières, 2006. http://depot-e.uqtr.ca/1207/1/000138164.pdf.
Broussouloux, Sandrine. "Evaluation du processus d’implantation d’un dispositif global de promotion de la santé en milieu scolaire, liens avec le climat scolaire et la réussite scolaire." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE1028/document.
ABMA (increased well-being for better learning) is a health promoting school program based on international literature on the concept of health promoting schools. The planning and implementation of the health promotion program ABMA was constructed in the Lyon school board in 19 pilot schools. The program goal is to guide a school to become a health promoting school. The project is within the framework of interventional research. Our study consisted of identifying the enabling and inhibiting factors in the implementation of a health promotion program in the French education system. Evaluation methods are mixed: quantitative, but primarily qualitative. Independent variables correspond to individual characteristics of the school, to academic performance and to school climate. The dependent variables correspond to the level and quality of implementation of the program as well as the support process in the school. The results highlight the importance of the support process and show that the implication of the school board is essential for the long-term success. For schools, the main facilitating factors for global health promotion development are the involvement of the principal, regular communication to the entire educational community, a good initial evaluation of current conditions and individualized support
Lanthier, Riopel Camille. "L’accommodement en milieu de travail québécois des personnes souffrant d’un problème de santé mentale." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40100.
Theodose, Christian. "Les actions d'éducation pour la santé et les enquêtes de santé en milieu scolaire : analyse des difficultés rencontrées." Montpellier 1, 1995. http://www.theses.fr/1995MON11081.
Pelorjas, Pierre. "La prise en charge de "l'expatrié" français en milieu hostile : l'Inde en 1994-1995." Montpellier 1, 1996. http://www.theses.fr/1996MON11111.
Marrimpoey, Philippe. "Epidémiologie de l'asthme en Guyane : enquête en milieu scolaire." Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M057.
Murcia, Marie. "Rôle des facteurs psychosociaux au travail sur les troubles de la santé mentale et leur contribution dans les inégalités sociales de santé mentale." Thesis, Paris 11, 2012. http://www.theses.fr/2012PA11T085/document.
Psychosocial work factors are a public health and occupational health issue and are the object of special prevention policies. However, the etiological role of these factors on mental health need to be developed, particularly studies using diagnostic interviews, rarely used in this context. Moreover, the role of these factors in the explanation of social inequalities in mental health is still unknown. The objectives of this PhD thesis are to study the etiological role of psychosocial work factors on mental disorders, measured using a diagnostic interview, and to evaluate the contribution of these factors to social inequalities in mental health.The data from two surveys were used: Samotrace (regional survey based on 6056 employees) and SIP (national survey based on 7709 workers). The main feature for Samotrace was the use of validated questionnaires to measure psychosocial work factors, and for SIP it was the use of a diagnostic instrument to measure depressive and anxiety disorders. Multivariate analyses were conducted, including logistic regression analysis. Interaction tests and the bootstrap method were also used. All analyses were carried out separately for men and women.Low decision latitude, overcommitment and emotional demands were found to be risk factors for depressive and anxiety disorders, for both genders. Other risk factors were observed according to gender or mental health outcome studied (job insecurity, high psychological demands, ethical conflict, low reward). Few social inequalities in mental health were observed except for self-reported health; manual workers being more likely to report poor health. Occupational factors reduced social inequalities in health by 76% and more, according to gender and occupation studied. Among occupational factors, psychosocial work factors played a substantial role, particularly low decision latitude, and to a lesser extent (according to occupation and gender): low social support, low reward, night work, work-life imbalance, physical violence and bullying.Prevention actions focussing on identified risk factors, including emergent psychosocial work factors, should be considered and a better implementation at workplace would be necessary. Improving knowledge on social inequalities of mental health may lead to adequate preventive actions targeting the most exposed social or occupational groups. As our studies were cross-sectional, our results should be confirmed by forthcoming prospective studies
Nekaa, Mabrouk. "Les infirmières de l'éducation nationale en France : éducation et promotion de la santé en milieu scolaire, pratiques et représentations." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE1248/document.
The school is one of the main settings to undertake prevention and health education. The department of health promotion in favor of pupils’ health aims to support the educating community. Health education and prevention in school settings requires to draw from interdisciplinary approaches rooted in a set of values, a holistic approach to the individual, which set the grounds for educational projects on the level of a class and the level of the whole school. Among the people involved in the educating community, school nurses relate to a particular body of professionals. The inclusion of health promotion and health education as part of their missions, has determined a shift in their role, their attitude, and their professional practice. Findings from the literature underline the link between knowledge, systems of social representations, and reference practices which revolve around individual conceptions. This research is based on a mixed methodology to analyze the qualitative data collected via interviews which were carried out with a sample of individuals. A national survey was undertaken at a second stage. The nurses share knowledge on health education and promotion in school settings, but this shared knowledge does not translate into systems of individual conceptions, nor into professional practices, which are heterogeneous, as declared by school staff. Our results show the diversity in conceptions relating to health education, which range from a biomedical approach to professional practice to educational practices. Nurses’ conceptions are strongly influenced by their professional practice within national Education. The role of school nurses in health education depends on their seniority, and ranges from a biomedical conception which involves teaching about health, to a holistic approach of health education, and includes the provision of advice and support to schools, as well as resources to school staff.This research puts forward leads to design pre-service and in-service training, with the underlying objective to promote the development of competences which could support school nurses in promoting health in schools. This would contribute to the reduction of health inequalities as well as to the promotion of academic achievement for all. The central question relating to training design is that of the didactics of health education in a curricular perspective
Drolet, Dominic. "Évolution de la relation entre le fonctionnement social et la santé mentale des enfants de première année au cours de l'année scolaire." Mémoire, Université de Sherbrooke, 2002. http://savoirs.usherbrooke.ca/handle/11143/532.
Leger, Bruno Michel. "L'alcoolisation en milieu scolaire : à propos d'une enquête réalisée dans l'établissement St Joseph de Tivoli à Bordeaux." Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M120.
Azouaghe, Soufian. "Santé psychologique au travail dans le milieu scolaire public : étude des déterminants organisationnels et psychologiques chez les enseignants marocains." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH007/document.
The present PhD dissertation relies on the Job Demands-Resources Theory (Bakker & Demerouti 2017). It aims to identify the determinants of well-being at work (WBW) and psychological distress at work (PDW) of Moroccan primary and secondary school teachers. Chapters 1 to 5 introduce the context, the conceptual and theoretical ideas, state the problem under investigation, and specify the main hypotheses. This thesis consists of two studies. The first study aimed to identify factors associated with WBW and PDW. Semi-structured interviews were conducted with 60 teachers. It appears that the teaching profession in Morocco provides benefits (e.g., social support, work climate, perceived job utility), but also many demands (e.g., environment at work, workload, emotional demands, displacement difficulties). As such, Moroccan teachers seem to mobilize coping strategies to juggle job demands. The second study was conducted by administering a questionnaire to 1 107 teachers. Indeed, the results show that the more teachers perceive the demands of their profession as strong, the more they tend to experience a low level of WBW and a high level of PDW. In addition, the availability of job resources increases the WBW and reduces the PDW of these teachers. Similarly, it seems that teachers who mobilize personal resources (i.e., coping strategies) tend to report a higher level of WBW and a lower level of PDW. Otherwise, the interaction analyses indicate that high job demands combined with high job resources results in a low level of WBW. Finally, the results show that the effect of resources at work on WBW is mediated by coping strategies. The results obtained are in line with previous work and provide some enrichment to the Job Demands-Resources theory. At a practical level, this thesis contributes additional evidence that a range of interventions, including both personal as well as organizational interventions, may be successful at improving Moroccan teachers’ health and wellbeing
Philippe, Christian. "Éducation à la santé à l'école : processus de réflexivité, conformité et convenance dans les projets de médiation sanitaire en milieu scolaire." Bordeaux 2, 2005. http://www.theses.fr/2005BOR21190.
The school system has clearly asserted for more than a century that one of its goals is health education. General hygiene practised at school is one of the pillars of this principle and it has contributed to de-medicalize prevention. In the 90s, plans of promotion (CES then CESC) were put into place and modified health practice, whose namely those called “projets santé” whose goals are to make teenagers play a part in prevention. This study is aimed at understanding the local or global effects on the school system and on socialising stakes. Thus strategies and renewed relations appear in the school frame analysis, which liberate from invisible places and call up competencies and new methods of individualization. They ensure a reflexive and concrete action of the pupils on the system and on their own lives. They also ensure an educational feedback on the system, by developing skills (language, affectivity, body. . . ) which are not taught. This feedback, this form of reflexiveness, we call it “l'inversion éducative”. It creates an interaction between a strict accordance (to the system) and a more individualized convenience. But this rebellious aspect ensures a deliberate evolution of school, as an answer to the social commands namely issues for security. Even though there is a misunderstanding about the goal, health education rather unexpectedly leads to socialization and social integration of young pupils Particularly those of the middle class or those for whom academic success is not apt to produce the conditions of social success. In that respect “l'inversion educative” can be considered as one possible peripheral answer to the difficulties of the “college unique”. It also contradicts all the psycho-sociologic theories about high risk behaviour during the teenage years and about the proclaimed desocialization of young people. Its shows the normative tension of health practices. Health thus creates social links
Chabot, Guylaine. "Déterminants psychosociaux et organisationnels de l’adoption d’un rôle infirmier redéfini en milieu scolaire primaire dans le contexte d’École en santé." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28434/28434.pdf.
Lancelevée, Camille. "Quand la prison prend soin : enquête sur les pratiques professionnelles de santé mentale en milieu carcéral en France et en Allemagne." Paris, EHESS, 2016. http://www.theses.fr/2016EHES0101.
While Germany relies on forensic hospitals (MaBregelvollzug) since the 1930s, the French penal system develops mental health care services from the 1980s in order to deal with inmates with mental disorders. The involvement of mental health professionals in the penal system begs the question of hybridization of care and punishment. The aim of this thesis is to investigate this hybridization in a French-German comparative. Based on ethnographic field studies - carried out respectively over five months in a French and German prison - the thesis examines the various arrangements of care and punishment: while the prison of Tourion (France) can be described as a fragmented institution, in which the lines between penitentiary and mental health care services are demarcated, the prison of Grunstadt (Germany) arranges a reinforced cooperation. In both countries, however, the presence of mental health care professionals leads to ambivalent effects: it brings the mental suffering of inmates into the spotlight, but also contributes to the legitimization of the concept of therapeutic punishment -life sentence as therapy for the most "dangerous" inmates. Ultimately, this thesis illustrates the contemporary transformations of the prison to an "asylum", namely a place where punishment and treatment are intertwined, but equally, one of the last refuges for certain forms of madness. Beyond prisons, this thesis contributes to analyzing the relation between institutional transformations and the evolution of professional worlds
Ammirati, Christine. ""Apprendre à porter secours" pour un enjeu d'éducation à la santé et à la citoyenneté : élaboration d'une stratégie d'enseignement intégré au curriculum, de l'école au collège." Paris 13, 2008. http://www.theses.fr/2008PA132043.
Our work focuses on the introduction of the “learn to give first aid” training course as part of compulsory school education. Our hypotheses have been the following: develop skills with increasing complexity as the psychomotor development of the child and his degree of self-sufficiency evolves, to ease the build-up of knowledge; anchor in each stage of the compulsory school curriculum and everyday life; have previously trained teachers to deliver the contents of the course so that it can be integrated into every day’s general education. After developing a module for the teachers, we began experimenting on school pupils. We compared the results of two cohorts of pupils, trained and untrained (kindergarten, 140 trained pupils/145 untrained; 2nd grade, 104 trained pupils/101 untrained). The results of trained pupils were significantly higher, and most trained pupils were giving the expected answers. In the 5th grade, the assessments concerned behaviours in simulated situations: the percentage of success was close to 80%. In junior high school, we also took part in the development of observation grids, and scenarios with increasing complexity of the situations. Opinion tests reveal that both pupils and teachers have taken a keen interest in the course. Several laws today allow this action to be generalized; the aimed skills to “give first aid” are integrated into the school curriculum. This course seems to contribute to a real build-up of knowledge in health education with an impact on behaviours which is still to be measured
Beghache, Porsan Nassera. "Santé et détention : le cas français : singularité historique et protection juridique dans le milieu carcéral." Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080022.
Under the Old Regime, physical suffering was an essential element of punishment. The detainees were kept in captivity for the purpose of reparation of their fault for the purpose of amendment. Since deprivation of liberty is characterized by cruelty and unhealthy conditions of detention, medicine in prisons has long been considered as "an extra soul" of the prison institution and relegated to the rank of "deputy doctor" by the entire medical field because of its submission to the administration.It is in this conception of punishment that the 1789 Declaration of the Rights of Man and of the Citizen, which states that the law must establish only those penalties that are strictly necessary, is part of this concept. At the beginning of the 20th century, the prison administration still treats its prisoners. This led to real psychological and health disasters, as the doctor depended on prison and non-health institutions. Until the Liberation, the history of health and the health professions in prison is marked by a profound continuity that is expressed, first of all through a continuous opposition between the expression of philanthropy in reforms and the confrontation with an austere reality of health in a totalitarian prison. The autonomy of those in charge of health in prison is hardly guaranteed. Prisons are still exempt from the great sanitary and hygienic revolutions.The appearance of the AIDS virus and pathologies is changing mentalities. Between the 1970s and 1980s, a movement emerged from a civil society demanding respect for human rights, while scientific and political developments, as well as political and prison developments, gradually revealed the limits of this new organization: the affirmation of a chronically poor administration, whose care is certainly not its primary mission, relegates the whole system to the bottom of a poverty funnel, while the first epidemiological approaches point to an over-morbidity in this population in terms of age, particularly in terms of infectious, addictive and dental diseases
Bastien, Robert. "La mise en scène de la santé et de la prévention dans un milieu scolaire, construction sociale d'une pratique et d'un discours." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65348.pdf.
Bogacz, Katarzyna. "Ici et là-bas : Représentations spatiales et pratiques touristiques en milieu scolaire (Lyon et Cracovie)." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20134.
This comparative research - in France and Poland - was conducted in Lyon and Cracow. The purpose of the work is social tourism for children, more specifically the “discovery classes” in France and the “green schools” in Poland, the school trips constituting both a life experience and a time of collective education. The object of the research is primary schools.The work is part of a broader problem of the acquisition of geographical knowledge. The subject of the research mobilizes the field of tourism since the practices that stem from it are ways and means of appropriation of space that individuals implement in the construction of representations of space. Through experience, the individual constructs an interior model of his or her environment. This research project studies the modalities of spatial learning. The objective is to understand if the experience of school trips modifies children’s spatial representations. To ensure that all children have an equal opportunity to build their own spatial capital, research also examines the influence on their representations of previous spatial mobility. In order to examine the children’s spatial representations, both discursive (questionnaires) and graphics data (mental maps) are mobilized. The research, carried out with 192 pupils in Lyon and Cracow, is related to two disciplines, geography and psychology. It is supported by the postulate of spatial representations within the framework of the paradigm of spatial production. The work is part of an approach to geography, in which the “espace vécu” is the central preoccupation
Crowe, Hélène. "Identification et description des facteurs influençant la poursuite de l'implantation d'un programme de plein air en milieu scolaire." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6981.
Benoit, Laelia. "Du refus scolaire au suivi psychiatrique. Trajectoires d’adolescents déscolarisés." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS506.
School refusal is an increasingly common motive for consultation in child psychiatry. According to the psychiatrists, situations leading to school refusal are extremely diverse, from anxiety feelings in the classroom to truancy, and may lead children to miss school occasionally or to give up their studies. This sociological study, uses the grounded theory to describe the career of teenagers who receive psychiatric care in France because they refuse to go to school. More than 100 in-depth interviews with teenagers, parents and school professionals allow to describe their careers from the school to the psychiatric care. First, we provide a socio-history of the medicalization of school absenteeism through the construction of medical categories (school phobia, school refusal, school attendance problems), based on a review of the international psychiatric literature from 1941 to 2018. Second, teachers discourse on school refusal, their daily management of student who refuse school and their involvement in the medicalization of the absenteeism of some pupils is analyzed. Four styles of management are described among school professionals. Third, the narratives of teenagers and of their parents are analyzed. If school refusal appears as an immediate shift, it answers to a process of long duration. For some students, struggling to attend school from day to day required a consuming work: the presentation of self in public places and emotional work towards peers. After refusing school, students ‘illness’ narratives describe their career in deconstructing and reconstructing their socialization and self
Houbre, Barbara Elisabeth. "Violence en contexte scolaire : le cas du bullying : approches psychosociales et clinique." Metz, 2006. http://www.theses.fr/2006METZ026L.
Bullying is a phenomenon that has not been much studied in France until now. This concept can be defined as a whole of negative a ctions physical, verbal or relational), repeated and lasting in time, coming from one (or several) student(a) and directed toward one (orther students). Five studies based on transversal, longitudinal or crossed methodologies let us observe this phenomenon, through its sociopsychological and clinical aspects. Results show that the identity, the efficiency of coping strategies and the physical health of students involved in bullying tends to decrease. However, the expiession of these dimensions varies if the student is a victim, a bully, or a bully-victim. Thus, victims and bully-victims tend to be more directly concemed by those problems than bullies are. Moreover, in the worst cases, bullying seems to generate post-traumatic stress disorders bundled with identity troubles and shattered fundamental assumptions which the student have about himself and the external world. Additionally, students involved in bullying seem to show elements of narcissistic and sexual identifications troubles as well as inadequat educational practices. Ln the case of bullies and bully-victim, we can more pecifically observe a deficient mentalization. Based on those different results, we suggest several applied perspectives in terms of prevention and therapeutic handling
Darlington, Emily. "Understanding implementation of health promotion programmes : Conceptualization of the process, analysis of the role of determining factors involved in programme impact in school settings." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20025.
Implementing health-related interventions is challenging in school settings. Discrepancies, between expected and actual programme outcomes, are often reported. They are, at least partly, due to contextual factors in the setting, the community and the stakeholders involved. The impact of these factors sets two challenges for the development of successful health promotion programmes: first, transferability and generalization, as end effects are in reality difficult to predict; second, the scaling up of interventions cannot be taken for granted, as the determinants involved are numerous and variable, depending on situations. While implementation research is substantial in healthcare or management, it is an emerging and growing field in health promotion. This work proposes to produce knowledge on implementation in health promotion, with a twofold approach based on a theoretical reflection, and its confrontation with three empirical studies. Each study contributes to understand a different aspect of implementation, namely the processes involved, the outputs resulting from the process and the influential factors in play. Findings put forward that specific characteristics of the context, which exist prior to implementation, influence the implementation process greatly, on various levels and according to complex loops of interactions. The new programme introduced sometimes acts as a revealer, a constraint, or a motivator. It is used as a tool, a guideline or a vision, depending on initial conditions, expectations and potentiality of the context of implementation. This work also discusses the way in which school stakeholders tend to “instrumentalize” programmes and guidelines for their own purpose. Questioning the design, status and potentiality of programmes is essential. Rather than proposing a paradigm shift, our suggestion is to move towards implementation research and programme design that focus on interactions between contexts and programmes, to reduce health inequities. It is about moving the cursor from evidence-base and fidelity, to a focus on contextual influencing implementation. Implementation patterns, based on a detailed understanding of contextual factors, could serve as guiding directions to support the implementation process, in a transformational change perspective. More research is needed on combinations of contextual factors in different types of school, and other types of settings, to further develop the approach presented in this work
Blouin, Patrick. "L'expérience d'émotions négatives chez les étudiants universitaires : Le rôle des buts d'accomplissement et de l'estime de soi contingente." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28548/28548.pdf.
Using the 2x2 achievement goal framework (Elliot & McGregor, 2001), our objective was to validate a model that includes personality, program of study, achievement goals and contingent self-esteem in order to explain why some students are more likely to experience shame, guilt, and anxiety during their college education. A total of 172 psychology, education and social work undergraduates participated in this study. Results from path analysis partially supported our hypotheses. More precisely, results show that students whose self-esteem is contingent on their academic performances are more at risk to experience feelings of guilt, shame and anxiety during their studies. Furthermore, ours results suggest that the program of study can be a predictor of student’s achievement goals. Compared to students in education and social work, psychology undergraduates were more likely to have performance-approach goals. In turn, these performance-approach goals exerted a positive predictive influence on contingent self-esteem. Results are discussed in light of the 2 x 2 achievement goal framework and the contingent self-esteem literature.
Ethier, Elie. "L'effritement de l'idéal professionnel et les enjeux identitaires pouvant mener à un problème de santé mentale chez les intervenantes et chez les intervenants oeuvrant au sein d'organismes communautaires et ayant une formation en travail social." Mémoire, Université de Sherbrooke, 2012. http://hdl.handle.net/11143/5719.
Hervieux, Geneviève. "Formes de relations et d'unions entre supérieur et subordonné (RSS) : étude dans un milieu hospitalier." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29967/29967.pdf.
The literature is overflowing with research on leadership and workplace communication, but relatively few studies deal specifically with the superior-subordinate relationship (SSR). The topic of our research is thus the SSR and its individual and organizational impacts. The goal of this thesis was to identify the characteristics of the SSR and its implications, using a relationship or bond typology inspired from Bauman (1995). This new typology, informed by sociological and philosophical theory, proposes four kinds of SSRs along a continuum of relationship intensity: being-aside, being-with, being-aligned, and being-for. The exploratory and qualitative research, which was conducted in a hospital setting with 26 superior-subordinate dyads (semi-structured interviews with 9 managers and 26 employees), yielded 11 elements that could be grouped under 4 descriptive relationship characteristics: social and organizational regulation, relationship closeness-distance, commonality of interests, and concern for the other. The content analysis revealed eight being-with dyads and 14 being-aligned dyads. It further demonstrated a significant reciprocity in actors' perceptions about their SSR: we found 22 balanced dyads, wherein superiors and subordinates perceived their relationship the same way (85%) and four unbalanced dyads (15%). With respect to the balanced dyads, our data yielded a description of these SSR types and their impacts. The latter relate mostly to workplace climate, motivation, sense of trust, communication, and authenticity of interactions. The links between the SSR types and the relationship characteristics are also discussed. The unbalanced dyads were essentially associated with negative work-engendered consequences, specifically with respect to emotional and psychological well-being. The organizational context factors that foster or limit the development of SSRs were also investigated, along with the notions of leadership, subordination, power, and communication. Finally, this research presents the potential implications of this SSR model as well as its limitations. More empirical studies are needed to investigate this SSR model further. Keywords: superior-subordinate relationship (SSR), relationship closeness-distance, commonality of professional interests, concern for other, leadership, communication, psychological well-being, emotions in the workplace, organizational impacts, individual impacts, exploratory approach, qualitative research.
Sentenac, Mariane. "Harcèlement et brimades envers des élèves en situation de handicap, et impact sur leur bien-être et leur qualité de vie." Toulouse 3, 2011. http://thesesups.ups-tlse.fr/2242/.
Bullying is a relatively common experience among school children in countries throughout the world. Bullying is an act of gaining power over others, and less powerful children may find themselves easy victims, making children with a disability or a chronic illness at increased risk for victimization compared to their peers. A systematic review of the literature was carried out to explore the increased risk for peer-victimization amongst children with chronic conditions compared to others, considering a variety of chronic conditions; and to provide a review of intervention programs designed to reduce negative attitudes or peer-victimization at school toward children with chronic conditions. Secondly, peer-victimization was investigated among students aged 11, 13, and 15 years in mainstream schools in Europe, with the objectives 1) to describe the frequency of peer-victimization in students according to their chronic condition status in different environments; 2) to document the additional risk of peer-victimization associated with the level of the condition; and 3) to explore the impact of peer-victimization on the well-being and the quality of life of these students
Fournier, Brigitte. "L'épuisement scolaire des étudiants en médecine : le rôle de la motivation, de la demande psychologique, du soutien à l'autonomie et de la personnalité." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27739/27739.pdf.
Calas, France. "Education à la santé et complexité : proposition de formation aux stratégies nutritionnelles en milieu scolaire : le cas de la prévention globale de l'obésité dans une étude comparative franco-indienne." Phd thesis, Université Montpellier II - Sciences et Techniques du Languedoc, 2013. http://tel.archives-ouvertes.fr/tel-01012110.
Arboix, Calas France. "Education à la santé et complexité : proposition de formation aux stratégies nutritionnelles en milieu scolaire : le cas de la prévention globale de l'obésité dans une étude comparative franco-indienne." Thesis, Montpellier 2, 2013. http://www.theses.fr/2013MON20086/document.
Nowadays, overweight and obesity in developed countries are increasing even in developped countries. In this study, I compared two strategies for obesity prevention in schools between developed countries , France, and a developped country, India. Indeed India which started its nutritional transition, knows an increase in the cases of infantile overweights and obesity. Many researchs on the determinants of obesity clarifies today its multifactorial nature. To the genetic track which was privileged before, many other explanatory assumptions are added highlighting factors psychological, social, economic, epigenetic, biological, food, dependent to the rhythm of life (non exhaustive enumeration). The plurality of these risk factors shows that obesity is a phenomenon which can be qualified of complex. To understand this complexity, I referred to the « method » suggested by Edgar Morin (1990) to conceptualize and analyze complexity through several guiding principles. These principles make it possible to direct the reasoning between complex thought and simplifying thought. I applied them to the analysis of the nutritional strategies in school. My results reveal on the one hand that the paradigm of complexity lead the teachers to develop a nutritional strategy adapted to the complex nature of obesity. In addition, the stigmatization of obesity, which is necessary to start a real awakening of the interest of the total prevention, must be limited not to become against-productive. These results open many prospects to improve the nutritional strategy in each studied context (french and indian), in the field of research and in the field of teacher training
Bouchard, Marie-Claude. "Pratiques collaboratives dans la promotion des saines habitudes de vie pouvant contribuer à la prévention de l'embonpoint et de l'obésité en milieu scolaire secondaire : une étude de cas." Thèse, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5870.
Roy, Sylvain. "Prévenir l'agression indirecte ; expérimentation et adaptation d'un programme de prévention en collège." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1247/document.
This project focuses on the study and prevention of the phenomenon of indirect aggression. We wish to develop a tool to measure this phenomenon and propose a prevention tool adapted to the French school environment. Studies to measure only this form of aggression and its consequences are almost non-existent in France and are still rare at the global level (Taki et al., 2008). This study aims to address the lack of surveys and programs to prevent indirect aggression (Verlaan, 2011). We wish to carry out a first scientific measure dealing only with indirect aggression to better understand the importance of this form of aggression and to understand the impact of a prevention program (the Indirect Aggression Prevention Kit) with 6th grade students in France. Our question aims to better understand: how to measure a complex phenomenon, subtle and not seen; how the most frequent exposures (witnesses, victims or perpetrators) are combined and repeated; and finally, how preventive action can improve the school climate in French colleges. Our hypothesis, inspired by our clinical experience, should help us answer our research question: children exposed to this form of aggression (as victim, aggressor or witness) repeatedly perceive the school climate negatively. We interviewed 191 sixth grade students, in all eight classes of a college in France: 99 boys (52.7%) and 89 girls (47.3%). The methodology used is that of the survey on victimization, the school climate and the frequency of exposure. We have developed an original questionnaire dealing only with indirect aggression. We used the questionnaires on the school climate (Debarbieux, 2011), self-evaluation (Verlaan, 2007), motives for indirect aggression (Owens, Shute & Slee, 2000) and the self-esteem questionnaire (Rosenberg, 1979). For experimentation, we used the methodology of reflexive support and non-participant observation with volunteer teachers. We adapted the Prevention Kit to French culture and experimented with two grade 6 classes at this college (48 children). As with the most violent forms of assault (Janosz, 2012), the results of our survey show that the more children are exposed to indirect aggression (as a witness, victim or abuser) the more they perceive the school climate negatively. In particular, our survey shows that 87.3% of students are directly exposed to indirect aggression as witnesses. Our research shows that indirect aggression is a risk factor that can increase children’s mental health problems
Costantini, Pierre-Paul. "L'acte et son énigme : entre l'innommable et l'indicible : psychopathologie en milieu carcéral." Phd thesis, Université Rennes 2, 2007. http://tel.archives-ouvertes.fr/tel-00199469.
Lambert-Slythe, Anne-Frédérique. "Évaluation de l'efficacité des interventions organisationnelles mises en oeuvre dans le cadre de la norme "Entreprises en santé" : Impacts sur la conciliation travail-vie personnelle et l'état de santé globale des travailleurs du Québec." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27942.
Impact of the Quebec Healthy Enterprise Standard on work-life balance and self-rated health among employees Background and Objectives: Work-life balance (WLB) refers to the harmonization of one’s professional and personal roles. In Quebec, 40 to 47% of workers report work-life conflict; a state researchers suggest may be associated with various mental and physical health problems. An increasing number of companies are implementing measures to promote WLB, but their effects on workers’ health are not well known. Implemented in 2008, the Quebec Healthy Enterprise Standard (HES) targets four intervention areas, including WLB. The objective of this study was to evaluate the impact of HES implementation on workers’ WLB and their self-rated health (SRH). Methods: This was an intervention study with a before-after design. All active employees of ten Quebec companies were solicited to complete a questionnaire before (n=2849) and 24 to 38 months after (n=2560) HES implementation. Results: The overall results show a deterioration of WLB and SRH. Of the two companies that implemented specific interventions to promote WLB, only one implemented recognized interventions (flexible schedule and telecommute). In this company, a slight improvement in WLB as well as an increase in the prevalence of negative SRH was observed. The second company conducted information sessions on WLB and deterioration in WLB was observed. Conclusions: This is the first study to assess the association between implemented measures and WLB or SRH over such a long period of time and in such a large sample. The results of this study illustrate the need to and the importance of implementing concrete and recognized interventions in order to improve workers’ WLB and SRH.
Vallata, Amandine. "Des déterminants individuels et collectifs du sevrage tabagique au développement d’une intervention de santé publique chez les adolescents." Thesis, Bordeaux, 2020. http://www.theses.fr/2020BORD0235.
The leading cause of preventable death in France and worldwide is smoking. Most adult smokers began smoking in adolescence, and the age of daily smoking among adolescents is 15.1 years. Social inequalities have been observed according to the educational pathway of young people, with those in vocational streams (in high schools or in apprentice training centers) showing a much higher prevalence of daily smoking (33% and 47% respectively) compared to their counterparts in the general stream (22%). A smoking cessation program targeting adolescents in apprenticeships, TABADO, was developed and evaluated in France in vocational schools, in the Lorraine region in 2007-2009. The 12-month evaluation showed a quit rate twice as high in schools that had benefited from TABADO compared to control schools. However, the evaluation of this type of intervention cannot be limited to the assessment of efficacy. Indeed, these interventions are considered as complex, due to the influence of contextual and organizational factors on outcomes. Moreover, from a pragmatic point of view, the objective of decision-makers and public health professionals is to be able to replicate and implement evidence-based programs in real-world conditions. In particular, the National Cancer Institute has decided to scale-up TABADO at the national level, and to extend it to vocational high schools. The challenge is then no longer to understand if an intervention "works", but also why and how it works. To date, TABADO research has not benefited from this type of evaluation. The main objective of this PhD is thus to understand the processes and mechanisms explaining the effects of the TABADO intervention, in order to propose an optimized version, applicable in real-world conditions and to adolescents in vocational high schools. This will involve developing the program theory, in accordance with the principles of Pawson’s and Tiley’s realist evaluation. The methods were: 1) conducting a systematic literature review to identify individual and collective predictors of smoking cessation in adolescents, 2) conducting a multiple-case study of the TABADO program (n=10) to identify factors and mechanisms favoring/hindering the enrollment and retention of student smokers in the program, across the diversity of implementation contexts. The literature review identified 63 predictors of smoking cessation among adolescents. Half of these predictors were social influences and psychosocial factors (Article 1). In terms of research, the development of the program theory highlighted the main mechanisms (here in realist terms, i.e. the reasoning of adolescent smokers) explaining the behaviors of young smokers with regard to the TABADO program, and the required conditions to activate these mechanisms (Article 2). From a pragmatic point of view, the multiple-case study highlighted the need and the way to integrate TABADO into a global strategy rather than considering it as an independent intervention, leading to the creation of TABADO 2 (Article 3). Numerous recommendations for field agents have been produced and have been put in a practical guide, now distributed by Santé Publique France, to support the national scaling-up of this program (TABADO 2 Guide). This PhD work thus met a dual research/field objective: it explained how a smoking cessation program can produce an effect in adolescents, and it proposed a new version of TABADO, which has been improved and adapted for real-world conditions, supporting the national scaling-up
Cox, Rachel. "Les effets du rôle accordé aux syndicats par le projet de loi 143 sur la mise en oeuvre et la réception du droit à un milieu de travail exempt de harcèlement psychologique ainsi que sur l'action syndicale au Québec." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31166.
Leclerc, Annabelle. "Le travail social en troisième ligne psychiatrique : la perception des travailleurs sociaux." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/27882.
This qualitative study aims to extend the knowledge about social work in third line (i.e., hospital-based and specialized) psychiatric services. The outlook of social workers is central in our study as we asked these professionals about the meaning of their duties at work. Interviews were conducted with mental health social workers from the Mental Health Institute of Quebec City. From April to June 2015, 10 social workers were interviewed. They answered a semi-structured questionnaire divided in two sections: (1) social work practice in third line psychiatry; and (2) a practice narrative centered on an actual clinical example. Thematic content analysis based on a codification table with predetermined and emerging categories was conducted. Results and discussion: The central theme of our analysis pertains to the notion of linking, which is viewed as central to social work practices: ties created, preserved, or re-established by social workers, and involving users, families, other practitioners, and other various partners. Social workers enact various roles in third line psychiatric settings. Significantly, the way their role is understood in interdisciplinary teams influences the continuity of the collaboration itself, as well as the achievement of the goals established with clients. The case-centered practice narratives underline that clinical management in third line psychiatric settings need interventions from different collaborators and demand the use of new intervention approaches. Constructive and effective collaborations along with the addition of families in complex interventions provide great support in the realization of the users’ intervention plan or discharge plan. For social workers, the diverse forms of clinical supports, training accessibility and work flexibility facilitate their tasks. Keywords: social work, hospital practice, mental health, psychiatry.
Cartron, Laure. "L' hérédité en France dans la première partie du XIXe siècle : d'une question juridique à une question sociale." Paris 1, 2007. http://www.theses.fr/2007PA010541.
Charles, Rodolphe. "La prévention du SIDA et des MST pour les adolescents scolarisés : à propos d'une expérience originale de pédagogie participative dans quatre établissements scolaires de la ville de Saint-Etienne." Saint-Etienne, 1994. http://www.theses.fr/1994STET6214.
Robert, Joanie. "Les règles qui encadrent l'expression des émotions entre collègues de travail : étude de cas en centre jeunesse." Thesis, Université Laval, 2014. http://www.theses.ulaval.ca/2014/30608/30608.pdf.
Frève, Laverdière Philippe. "Pratiques d'intervention postcarcérales et intégration sociale des contrevenants adultes ayant un trouble mental : point de vue des intervenants communautaires du Québec." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28907/28907.pdf.
Coquin, René-Jean. "Des stratégies au service des professeurs d'EPS pour faire face à la violence des collégiens." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR134.
In view of our feedback from the students and the various surveys on violence in the school environment, we observe a worrying number of PSE teachers in college complaining about the stress generated by the school environment, and who therefore , impacts their health and the pleasure of teaching in a sometimes deleterious class atmosphere. Most of them use coping, consciously or not, to carry out their learning while trying to preserve their physical and mental integrity. Thus, from this stress generated by the conflicts arising from the interaction between the environment and the responses to deviations, we sought to know how the teachers develop and implement their coping strategies for the circumstance through of pedagogical attitudes and methods in order to best ensure their teaching. This is why our research question was stated as follows: "How each PSE teacher in college chooses and implements his coping strategies, defense mechanisms or any other adaptation process to alleviate the stress caused by student violence in order to induce them to join a dynamic of personal or collective work in situ without wrongdoing and without jeopardizing their physical and psychological integrity? " After the central question, two hypotheses were retained. First of all, there is only one alternative: either the teacher develops suitable coping strategies to modify the problem that is causing the stress, or either he reacts by involuntary mental mechanisms. For the second hypothesis, the effectiveness of a coping strategy depends on its role as moderator of the stress-distress relationship and can thus preserve health. Concerning the methodological part, our field of analysis was based on five approaches. First, the qualitative to obtain a detailed description of events aimed at understanding the personal experiences of teachers. Then, the inductive to sit our hypotheses and discover unknown data or ignored problems as in the incidence of contingency. Then, the deductive in order to open our reflections on the generalization and the explanation of the facts in order to anticipate the experience. After that, the hypothetico-deductive approach to clarify the formulation of the central question and the planning of the different stages of the research. And finally, the understanding to characterize our posture, since we have highlighted the explanatory approach to justify the construction work specific to understanding as we envisaged and carried out by following a back and forth movement, in the sense that it involves both inductive and deductive procedures. Concerning the answers to the sub-questions asked, the hypothesis (H1) put forward was totally weakened and could not be validated, because a teacher can simultaneously use the coping methods centered on the problem with a degree of denial of the difficulty of the task, and use projection to face it. As for hypothesis (H2), it is validated, because it is based on Laborit's theory by considering that the effectiveness of a coping strategy whatever it is, depends on its role of temperance of the relation stress-distress. To answer the central question based on the hypotheses put forward, we suggest that when a teacher is in an aversive situation assessed as threatening or exceeding his resources, he takes into account two parameters to act and to preserve himself : his personal characteristics, namely its resources like its skills, experience, etc., and the characteristics of the situation encountered, that is to say the environmental and situational determinants from the various assessments implemented to choose and develop coping strategies
Yale-Soulière, Gabrielle. "L’association prospective entre le climat de sécurité en milieu scolaire et les symptômes dépressifs chez les adolescents : une étude multiniveaux." Thèse, 2018. http://hdl.handle.net/1866/22223.
Houde, Marc-André. "La distribution du leadership dans l’organisation d’interventions en santé mentale au travail chez le personnel scolaire : étude de cas dans une école secondaire du Québec." Thèse, 2017. http://hdl.handle.net/1866/21461.
Denoncourt, Julie. "Le soutien social des enfants de premier cycle primaire : résultats de l'évaluation des effets d'un programme de promotion de la santé mentale en milieu scolaire : Les amis de Zippy." Thèse, 2012. http://www.archipel.uqam.ca/4619/1/D2309.pdf.
Hamadeh, Sima. "Perceptions par divers acteurs d'une politique éventuelle de promotion de santé nutritionnelle en milieu scolaire libanais." Thèse, 2013. http://hdl.handle.net/1866/11270.
Pedneault, Frédéric. "Conception d'un atelier de musicothérapie réceptive et évaluation de son impact sur la santé mentale d'adultes du Saguenay-Lac-St-Jean." Thèse, 2005. http://constellation.uqac.ca/563/1/24173493.pdf.
Turpin-Samson, Alyssa. "Symbolisation du parcours migratoire, santé mentale et expérience scolaire : études de cas d'adolescents réfugiés syriens récemment arrivés au Québec." Thèse, 2017. http://hdl.handle.net/1866/21328.