Letteratura scientifica selezionata sul tema "Présentation de soi – Chez l'adolescent"
Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili
Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Présentation de soi – Chez l'adolescent".
Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.
Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.
Articoli di riviste sul tema "Présentation de soi – Chez l'adolescent":
Blanchard, Marie-Josée, e David Howes. "« Se sentir chez soi » au musée". Anthropologie et Sociétés 38, n. 3 (11 marzo 2015): 253–70. http://dx.doi.org/10.7202/1029027ar.
Speranza, Mario, e Giovanni Valeri. "Trajectoires développementales en psychopathologie : apprentissages et construction de soi chez l'enfant et l'adolescent". Développements 6, n. 3 (2010): 5. http://dx.doi.org/10.3917/devel.006.0005.
Causeret, S., J. C. Lifante, F. Borson-Chazot, F. Varcus, N. Berger e J. L. Peix. "Cancers différenciés de la thyroïde chez l'enfant et l'adolescent : stratégie thérapeutique adaptée à la présentation clinique". Annales de Chirurgie 129, n. 6-7 (luglio 2004): 359–64. http://dx.doi.org/10.1016/j.anchir.2004.04.013.
Dosnon, Odile, Monique Wach, Serge Blanchard e Noëlle Lallemand. "La mesure de l’indécision chez les lycéens : présentation de trois instruments". L’Orientation scolaire et professionnelle 26, n. 1 (1997): 57–88. http://dx.doi.org/10.3406/binop.1997.1176.
Watt, L. M. "Edmund Sherman. Reminiscence and the Self in Old Age. New York: Springer, 1991, pp. 272." Canadian Journal on Aging / La Revue canadienne du vieillissement 14, n. 1 (1995): 131–33. http://dx.doi.org/10.1017/s0714980800010588.
Pronovost, Gilles. "Transformations des significations du loisir au Québec1". Recherche 53, n. 3 (18 dicembre 2012): 621–43. http://dx.doi.org/10.7202/1013441ar.
Mosquera, Dolores, e Jim Knipe. "Comprendre et traiter le narcissisme avec la psychothérapie EMDR". Journal of EMDR Practice and Research 10, n. 2 (2016): 29E—48E. http://dx.doi.org/10.1891/1933-3196.10.2.29.
Philippe, A. "Autisme, TED, TSA : faut-il sauver Kanner ?" European Psychiatry 29, S3 (novembre 2014): 602–3. http://dx.doi.org/10.1016/j.eurpsy.2014.09.204.
Fodor, Caroline, e Gaston Bernier. "Bibliothèques publiques : nouveaux édifices, nouveaux rôles". Documentation et bibliothèques 47, n. 3 (5 agosto 2015): 95–99. http://dx.doi.org/10.7202/1032578ar.
Kwietniewska, Małgorzata. "Rzecz w ujęciu Hegla". Acta Universitatis Lodziensis. Folia Philosophica. Ethica-Aesthetica-Practica, n. 19/20 (1 gennaio 2007): 201–33. http://dx.doi.org/10.18778/0208-6107.19-20.12.
Tesi sul tema "Présentation de soi – Chez l'adolescent":
Lechevallier, Marion. "Nouvelles technologies et concept de soi : étude comparative des représentations du téléphone portable chez des adolescents Français et Finlandais". Caen, 2008. http://www.theses.fr/2008CAEN1506.
Dogbe, Foli Ayoko Akouavi. "Rapport aux pratiques éducatives parentales et représentations de soi chez des adolescents togolais et français scolarisés en classe de 4ème et de 3ème". Electronic Thesis or Diss., Toulouse 2, 2021. http://www.theses.fr/2021TOU20048.
For many years, the issue of parent-adolescent relationships has generated particular interest in the field of psychology research. The results of previous work have shown that parenting practices have important effects on development in adolescence. The construction of identity and self-representations is the major issue of the teenage period (Erikson, 1972; Tap, 1991). This thesis promotes the concept of relationship to parenting practices that associates with perceived practices, the relation of meaning (feelings of satisfaction / dissatisfaction, judgments, expectations…) that the subject builds about his parents’ attitudes and behaviors. The main objective of this research is to analyze the influence of the relationship to parenting practices on the development of adolescent self-representations. The study involved 542subjects in school (429 Togolese subjects aged 12 to 20 and 113 French subjects aged 12 to 16). Five self-reported tools were used to collect the data. The Instrument de Mesure des Pratiques Educatives Parentales perçues par l’Adolescent – IMPEPA (Claes et al., 2010) examined parenting educational practices based on adolescent perceptions. Two open-ended questions were asked about the wishes of the relationship with the mother on the one hand and with the father on the other. The ETES (Toulouse Scale of Self-Esteem) (Bardou et al., 2012) was used to assess self-esteem. The technique "Qui suis-je?" (- Who am I) assessed the descriptions and reflections on adolescents’ self. The results show that the parental educational practices perceived by Togolese and French subjects are rich and diverse. They report important emotional ties with their parents and sustained coaching practices. Adolescents still want stronger emotional ties with their parents. They also want more flexible parental controls. However, there are differences: Togolese teenagers report a gendered family education and perceive higher parental coercive discipline
Zahidy, Zineb. "L'image de soi chez l'adolescent immigré marocain". Paris 13, 1987. http://www.theses.fr/1987PA131019.
The objective of this study is the evaluation of the impact of immigration on the development of young moroccan immigrants. For this purpose, we choose to study the immigrant self image. The image given by an individual of himself or of his environment, instruct us on his living conditions, his evolution and the characteristics he recognizes as his own. The self image is studied from a differential point of view in order to find out the variations existing between groups of young people formed according to the five selected variables. The sample comprises three hundred and two subjects in fourty five schools in the urban community of lille. The four means of investigation used enabled us to get from our subjects answers to the problem raised. The obtained results indicate that the big majority of young people describe themselves and their environment according according to criteria particular to their original culture and according to what they are more than to what-they do. In fact, they make no distinction between the roles taken by their different social partners. The majority give a valorized image of themselves and their families. They feel more integrated in their family circle than in the groups of their comrades, but think that they look like the latter more than the former. A quarter of the population is somehow pervious to french culture values which they use to define themselves and others. Their status of immigrants and their socio-economic and cultural conditions influence their behaviour and reactions. Though these young people feel obliged to take what they think necessary to their social life from french culture, this kind of adaptation and this deviation from the group of origin do not alter their basic personality; they preserve the dominant characteristics of their original culture
Robert, Aline. "La perception de soi et du milieu chez l'adolescent à tendances suicidaires". Thèse, Université du Québec à Trois-Rivières, 1988. http://depot-e.uqtr.ca/5786/1/000572507.pdf.
Bureau, Isabelle. "Négation de soi, hostilité, estime de soi et violence dans les fréquentations amoureuses chez les adolescentes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60621.pdf.
Guitard, Lisiane. "Orientation et valorisation de soi à l'adolescence : influence du niveau d'estime de soi sur le choix des stratégies de projet l'année du baccalauréat". Toulouse 2, 2000. http://www.theses.fr/2000TOU20034.
Lamia, Alicia. "Représentations de soi, position scolaire et estime de soi des enfants d'âge scolaire". Toulouse 2, 1999. http://www.theses.fr/1999TOU20112.
Two research studies are described in this thesis. The first was concerned with the self-image and the self-esteem school age children. The second examined the influence of the teacher's representation of a "good pupil" on his/her evaluation of different areas of competence in the child. The population of this research is composed of 180 children for the first study. For the second one there are 134 children and 9 teachers from an elementary school in Toulouse. We used the Perceived competence scale of children (PCSC), a structured interview, and a thematic composition with children to evaluate self-image and self-esteem. The children's scholastic achievement was determined by an unstructured interview. Teachers evaluated children's competence with a questionnaire. The results show that boys evaluate themselves more positively than girls and most particularly with regard to cognitive and physical competence. This pattern was true as much for the younger children as by the older. The responses of the children in defining their self-image also varied according to age and sex. Teachers showed a tendency to evaluate the competencies of the boys more positively. This evaluation was particularly marked with scholastic competence. Finally, our results showed that, in general, teachers are more positive about to the children of opposite sex. Masters are more negative than mistresses in their evaluation of the pupils. The results indicate that teacher evaluation plays an important part in determining the child's perception of him/herself. It is also possible that the child's level of self-esteem influences the manner of which they are perceived by teachers. This last question remains open
Chudzik, Lionel. "Trouble des conduites et sens de soi à l'adolescence". Paris 10, 2005. http://www.theses.fr/2005PA100078.
Literature present many and various knowledges about adolescents conducts disorders. Despite some theoricals and methodologicals differences, the author show similiraty of these results. All works underlie reality predominance on thinking processus. Author consider this results comunity like a manifestation of an unique phenomenon wich is call Concret Sens of Being. The aim of the present study was to demonstrate the hypothesis that adolescent with conduct disorder present an interpretation of self, others and physical environment using only external criteria. The self-understanding interview (Damon & Hart, 1988), the SocioMoral Questionnaire (Gibbs & al. , 1992), the Rorschach C. S. (Exener, 1995), and a conduct disorders scale have been use. Findings demonstrate that there is two groups of adolescents with CD. One group present a concret sens of being. But an other group present opposed characteristics
Hugon, Mandarine. "Pratique du théâtre, estime de soi et rapport au savoir chez des lycéens de terminale générale". Toulouse 2, 2009. http://www.theses.fr/2009TOU20070.
The goal of this dissertation was to assess the effects of drama experience at school on twelfth grade students' self-esteem and relation to knowledge. Drama practice was tapped by the characteristics of drama experience but also by the meaning and value students assign to this art activity. The sample comprised 176 twelfth grade students (33 high school-boys and 143 high school-girls), all being involved in a theatre program at school. Five data collection instruments have been employed: a questionnaire measuring their drama experience and relation to theatre, the “Echelle Toulousaine d'Estime de Soi” (Oubrayrie, de Léonardis & Safont, 1994), an assessment of their knowledge (Charlot, Bautier & Rochex, 1992), a questionnaire measuring the school experience (Prêteur, Constans & Féchant, 2004), and a scale measuring relation to learning (Capdevielle-Mougnibas, 2008). The results show that high school pupils have diverse types of relations to theatre: the meaning and value they assign to this art activity vary, among others, as a function of the academic status of the drama practice. Moreover, the sample under investigation reveal a rather positive self-esteem, the social self being particularly developed. The assessments of their knowledge indicate that students tend to give greater place both to relational and affective learning and to personal development learning. However, they less frequently mention intellectual and academic learning. As far as the drama experience is concerned, it positively influences the emotional self, whereas the relation to theatre exerts effects on the physical and creative self. The interaction between the drama experience and the relation to theatre accounts for the emotional and social self variations. Lastly, unlike the drama experience, the relation to theatre influences the students' relation to knowledge
Chevalier, Camille. "Bien-être en contexte scolaire et périscolaire : liens avec l'attachement et la motivation scolaire à la préadolescence". Thesis, Nantes, 2016. http://www.theses.fr/2016NANT2008.
The aim of this thesis was to examine the well-being in school and after-school context to grasp some determinants. Were specifically studied the relationship between attachment to parents, peer acceptance, student-teacher relationship in link with academic motivation and well-being in preadolescence. Three cross-sectional studies were conducted with 272 pupils in primary and high school. The children informed self-questionnaires. The first study showed that social acceptance is a mediator in the relationship between quality of attachment to the mother and social self-esteem in sixth grade. The second study revealed a moderating effect of quality of attachment to the relationship between the student-teacher relationship and academic motivation in French, and a moderating effect of attachment to the father and the teacher-student relationship on French academic motivation. The third study developed and validated a self-administered questionnaire of after-school well-being. We arrived at a valid, reliable and sensitive assessment tool, which has three dimensions: trust/security, peer relationships and the interest to the after-school context. The results of these three studies confirmed those of the international literature and emphasized the importance of considering the psycho-emotional development of children in different life contexts (Bronfenbrenner, 1986)
Libri sul tema "Présentation de soi – Chez l'adolescent":
Bergeron, Guylaine. L' adolescence toute une aventure: Guide sur la santé des adolescentes. Trois-Rivières. Qué: Centre de santé des femmes de la Mauricie, 1993.
Richard, Martin. 17 ans... la vie derrière soi ? : prévention du suicide chez l'adolescent: Guide de l'intervenant. Montréal: Centre de communication en santé mentale de l'Hôpital Rivière-des-Prairies, 1986.
Lescanne, Guy. 15 / 19: Des jeunes à découvert. 4a ed. Paris: Éditions du Cerf, 1990.
Zhao, Ning. Hai zi de zi ben quan ji: The capitals of outstanding children. Beijing: Xin shi jie chu ban she, 2008.
Sébal, Michèle. Comprendre l'adolescence pour en gérer les crises. Paris: Vuibert, 2003.
Yves, Prêteur, e Léonardis Myriam de, a cura di. Education familiale, image de soi et compétences sociales. Bruxelles: De Boeck, 1995.
J, Mitchell John. Adolescent struggle for selfhood and identity. Calgary: Detselig Enterprises, 1992.
Duclos, Germain. L' estime de soi des adolescents. Montréal: Éditions de l'Hôpital Sainte-Justine, 2002.
Friedmann, Barb, e Cheri Brooks. On base!: The step-by-step self-esteem program for children from birth to 18. A cura di Friedmann Barb 1948- e Brooks Cheri 1942-. Kansas City, Mo: Westport, 1990.
Vanderberg, Hope. Mirror, mirror: Teen girls write about body image. 2a ed. New York: Youth Communication, 2009.
Capitoli di libri sul tema "Présentation de soi – Chez l'adolescent":
Dreyer, Pascal, Bernard Ennuyer, Mélanie Lépori, Sophie Pennec e Sandra Villet. "Présentation". In Le chez-soi à l'épreuve des pratiques professionnelles, 125–28. Chronique sociale, 2017. http://dx.doi.org/10.3917/chso.dreye.2017.01.0125.
Chagnon, Jean-Yves. "Une névrose de l'enfant et son destin à l'âge adulte. Présentation du cas Aurélien". In Actualité des troubles névrotiques chez l'enfant et l'adolescent, 125. ERES, 2011. http://dx.doi.org/10.3917/eres.emman.2011.01.0125.