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Artykuły w czasopismach na temat "Adolescentes immigrées"
Philippe, A., i M. Verron. "La pathologie suicidaire des migrants". Psychiatry and Psychobiology 3, nr 2 (1988): 115–23. http://dx.doi.org/10.1017/s0767399x00001887.
Pełny tekst źródłaLafortune, Gina, i Fasal Kanouté. "Vécu identitaire d’élèves de 1ère et de 2ème génération d’origine haïtienne1". Revue de l'Université de Moncton 38, nr 2 (9.11.2009): 33–71. http://dx.doi.org/10.7202/038490ar.
Pełny tekst źródłaMalewska-Peyre, Hanna. "Les stratégies identitaires des enfants de migrants". Migrants formation 70, nr 1 (1987): 44–51. http://dx.doi.org/10.3406/diver.1987.6561.
Pełny tekst źródłaDhume, Fabrice. "La sociologie de la discrimination ethnique à l’école. Éléments d’une histoire française". Diversité 174, nr 1 (2013): 135–42. http://dx.doi.org/10.3406/diver.2013.3846.
Pełny tekst źródłaMalewska-Peyre, Hanna. "L’identité négative chez les jeunes immigrés". Santé mentale au Québec 18, nr 1 (11.09.2007): 109–23. http://dx.doi.org/10.7202/032250ar.
Pełny tekst źródła원수현. "Etude sur la dynamique identitaire chez des adolescents coréens immigrés en France". ASSOCIATION CULTURELLE FRANC0-COREENNE ll, nr 27 (listopad 2013): 245–73. http://dx.doi.org/10.18022/acfco.2013..27.009.
Pełny tekst źródłaCaneva, Elena, Maurizio Ambrosini i Melissa Blanchard. "Les adolescents d’origine immigrée : processus d’identification entre liens familiaux et société d’accueil". Migrations Société N° 141-142, nr 3 (2012): 119. http://dx.doi.org/10.3917/migra.141.0119.
Pełny tekst źródłaAlvarado, Elena. "Les jeunes des communautés culturelles". Santé mentale au Québec 18, nr 1 (11.09.2007): 211–26. http://dx.doi.org/10.7202/032256ar.
Pełny tekst źródłaRenard, F., i A. Deccache. "La qualité de vie des adolescents récemment immigrés en Belgique : une étude prospective menée en milieu scolaire". Neuropsychiatrie de l'Enfance et de l'Adolescence 54, nr 2 (kwiecień 2006): 101–6. http://dx.doi.org/10.1016/j.neurenf.2006.01.008.
Pełny tekst źródłaRenard, F., E. Martin, C. Cueva i A. Deccache. "Santé et qualité de vie des adolescents récemment immigrés en Belgique : dépistage et prévention en médecine scolaire". Archives de Pédiatrie 12, nr 10 (październik 2005): 1471–77. http://dx.doi.org/10.1016/j.arcped.2005.06.006.
Pełny tekst źródłaRozprawy doktorskie na temat "Adolescentes immigrées"
Didierjean, Romaine. "Les pratiques physiques et sportives des filles originaires de Turquie : conditions de pratique, genre et appartenances culturelles : une comparaison franco-allemande". Université de Strasbourg, 2011. http://www.theses.fr/2011STRA1102.
Pełny tekst źródłaSánchez, Martí Angelina. "Trajectòries d'èxit educatiu dels joves de famílies immigrades a secundària postobligatòria: centres educatius i agents institucionals". Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/400099.
Pełny tekst źródłaThe purpose of this dissertation is to understand successful educational careers among young people from immigrant families at post-compulsory secondary education (hereinafter PO) under an analytical framework focusing on schools and the relational universe of students –specifically with institutional agents. The definition of institutional agents from Stanton-Salazar (1997, 2011) is adopted, so that from the finding of a considerable part of young people from immigrant families coming and attending the PO, the research explores how schools and institutional agents –peers, counsellors, teachers, etc.– encourage their stay on at school and contribute to offset the reproduction of social inequalities –caused by differences of origin, gender, social class… and, in general, by the ability of these students to fit into the school model. In particular, this work is concerned with how schools and their actors convey various forms of support that students from immigrant families use to build successful educational careers. This dissertation makes a contribution at a qualitative level on the schooling and understanding of the social and relational nature of successful educational processes in PO. It is a mixed methods sequential explanatory research of two phases (quan → QUAL) from which several cases of young people from immigrant families have been investigated. They are all students from three urban public secondary centres from the province of Barcelona who reached the last year of PO and had opportunities to continue studying. The analysis was carried out taking into account different perspectives: an institutional one –the intention which led to the study of the schools participating in the study–; an individual one –which led to the monitoring of the educational paths of these youth from the last year of compulsory secondary education (4th year of ESO) to the final year of PO–; and, a relational one –the aim of which was to discover how institutional agents and, particularly, teachers had influenced the construction of their “successful educational careers”. The dissertation is divided into three main sections. The first one is comprised by two chapters focused on the theoretical approaches and factors most used to analyse the educational careers of young people from immigrant families; and, the theories of social capital, social support, as well as the literature about school-based relationships. The second section describes the design and methodology used to address the purpose that guides this work. The last section focuses on the results and conclusions of the research. Chapter 4 discusses scenarios where young people attend school and allows the reader to understand how they influence or encourage capital formation and the shaping of successful educational careers. Chapter 5 focuses on the study of the development of their educational careers in PO. Chapter 6 is aimed at analysing the social and educational relationships of youth with institutional agents and, specifically, to understand how to promote educational success and transitions in secondary school. The conclusions suggest that, despite the fact that it has been possible to document successful educational careers among the young people from immigrant families at the post-compulsory stage, secondary schools and their agents cannot always guarantee that they promote their educational success. A comprehensive analysis of the elements that explain their success have highlighted the role played by the schools in providing opportunities and the crucial importance of everyday interactions between teachers and pupils, elements undoubtedly linked to everyday teaching processes and strategies. On the other hand, we have been able to see that opportunities can be generated for young people from immigrant families through educational actions –a long way from the functionalist idea of equality of opportunity– reducing the effects of initial social positions and the social inequalities of the Catalan education system.
TOURNAIRE, BRUNO. "Caracterisation identitaire de jeunes adultes nes de parents immigres : premiers resultats d'une enquete terminee". Aix-Marseille 2, 1993. http://www.theses.fr/1993AIX20060.
Pełny tekst źródłaDjardem, Fafia. "L'adolsescence de l'immigration". Lille 2, 1990. http://www.theses.fr/1990LIL2M162.
Pełny tekst źródłaGuénif, Souilamas Nacira. "Des beurettes /". Paris : Hachette littératures, 2003. http://catalogue.bnf.fr/ark:/12148/cb39005257b.
Pełny tekst źródłaBoutry-Avezou, Virginie. "Acculturation, niche de développement et d'apprentissage et adaptation scolaire des pré-adolescents marseillais d'origine comorienne". Bordeaux 2, 2007. http://www.theses.fr/2007BOR21481.
Pełny tekst źródłaPromoting school adaptation of immigrant youth is a crucial issue for their host country and their family. The global comparative approach predominance entails a lack of focus on cultural group specificity. However school adaptation variability among these youth asks for the role of factors which are specific to each group. Young’s points of view on acculturation family dynamic and on their developmental niche can be viewed as possible explanation for this variability. In this study, we examine the acculturation family dynamic and its relations with the developmental niche. The main goal of this research is to evaluate the relative contribution of these two sets of factors to school adaptation of 115 pre-adolescent immigrants from Comoros archipelago living in Marseilles. Acculturation family dynamic has been appreciated through pre-adolescents’ acculturation attitudes, their view on their mothers’ ones and on their maternal acculturation goals. Their perceptions of parents’ attitudes, of child-rearing practice structurations and of homework supervision account for their view on the developmental niche. School adaptation is assessed in terms of academic (GPA’s for French and Mathematics and repeating a year), behavioural (school alienation) and attitudinal (school attachment) components. The examination of family acculturation dynamics reveals that the perceptions of mother’s acculturation attitudes influence the pre-adolescent acculturation attitudes directly and indirectly via perceptions of maternal acculturation goals. These goals are linked to their vision of their developmental niche. The multiple regressions of the family acculturation on one hand and the developmental niche on the other hand on school adaptation indices reveal their participation to the variability of this process. Nevertheless, for these two sets of variables, the weight of the different predictors depends on the school adaptation outcome being investigated
Pétreault-Vailleau, Françoise. "Méthode audio-visuelle et apprentissage de la lecture/écriture par des adolescents migrants". Besançon, 1987. http://www.theses.fr/1987BESA1002.
Pełny tekst źródłaPEREIRA, ESTRELA ARNAUD. "Nous ne pouvons changer le pays, changeons plutot le sujet : reflexions sur le suicide des adolescents dits maghrebins de la deuxieme generation ou beurs a partir d'un travail clinique". Lille 2, 1989. http://www.theses.fr/1989LIL2M222.
Pełny tekst źródłaEsterle, Maryse. "Le rite et le risque : la culture du risque dans les bandes de jeunes de milieu populaire à travers la conduite routière". Paris 5, 1995. http://www.theses.fr/1995PA05H028.
Pełny tekst źródłaThis thesis analyzes driving risks for lower class teen-age gang members whose parents immigrated from maghreb. The gang life is analyzed as an attempted rite of passage, in a period of lack of social framework available on lower class youth who have the weakest social and cultural background. The gang is an attempted rite of passage in the sense that it is a marge period without aggregation period afterwards. The gangs use cars and motocycles as trade objects, prestige and power symbols, and, for boys, way to express sexual power. This mode of transportation allows them motorized mouvements while maintaining a distance with society as a whole. Through risk taking, a central value of the active gang, young boys attempt the passage but it cannot be achieved because it is not sanctioned by any external institution and does not imply any change in ulterior status for its members. A serious accident is a negative sanction on their risk engagement. It shows the failure in the attempt of a rite of passage. The gang analizes the serious accident neither by its causes nor by its circumstances. The gang gets further and further away from an injured youth because he does not represent its manly values any more. The risk engagement continues to be essential in gang life and the accident has no dissuassive function for its members
Boiron, Stéphane. "Au sujet du passage à l'acte délinquant chez les adolescents contemporains issus de populations migrantes, quels sont les liens avec l'intégration des parents et l'intégration des jeunes (telles qu'elles sont perçues par les adolescents), le niveau d'estime de soi et l'anxiété". Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH012/document.
Pełny tekst źródłaTaking care to describe a board of the stranger immigration in FRANCE as it is existing nowadays, we connect to this descriptive work a definition of the integration in the contemporary french society. It is important after this to present the general context of the punishable acting out, and then to describe the subjacent psychic mecanisms of these. It authorizes us in this way to spread out reflexions about some importants dimensions in this clinical research, like for example, the "double cleavage". About psychics mecanisms, we accord a big place at rites, agressivity, violence, and of course at the ties between migration and juvenile delinquency. In the reflexion about the "double cleavage", we take a reflexion moment on the cultural appartenance and on the identity, and we also measure the ties between family 's history and the cleavage between "the inside" and "the outside", a bond on which take a big importance the notions of relationship, dependance and transmission, and the fact to navigate between two cultures. Then, we meet notions like the vulnerability of self esteem, the cognitive distorsion, individual violence, prejudiced people, etc. This leads us to consider the ties between immigration and assimilation, taking care to grasp the importance of the notion of honour for youg mens who are living in the slums, and who are coming from migrant people. This work leads us to be interested by the ties between delinquency and self esteem, and by the ties between delinquency and anxiety. The first review leads us to take care about the notion of the default of psychic elaboration and about its acting out so well-defined. The second review gives us the occasion to be interested by the analysis of the cognitive pattern of the treatment of the specific information of anxiety, so, we consider in this way the notions of vigilance and social phobia. A last review authorize us to evoke the influent place taken by the exile in the family story. This should have a tie with some violence forms or some punishable manifestations which are rising in the private space or in the public space
Książki na temat "Adolescentes immigrées"
1970-, Bousetta Hassan, i Morelli Anne, red. Je ne suis pas raciste, mais--: Comment des jeunes perçoivent aujourd'hui l'immigration, la diversité culturelle et en particulier l'islam et les musulmans. Wyd. 2. [Bruxelles]: M.E.O, 2012.
Znajdź pełny tekst źródłaLa classe au bout du voyage: Le quotidien de jeunes migrants raconté par leur professeur. Paris: L'Harmattan, 2009.
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