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Статті в журналах з теми "Rapport aux pratiques éducatives parentales":
Dogbe Foli, Ayoko Akouavi. "Rapport aux pratiques éducatives parentales et représentations de soi chez des adolescents togolais et français scolarisés en classe de 4e et de 3e." Bulletin de psychologie Numéro 580, no. 2 (April 20, 2023): 161–65. http://dx.doi.org/10.3917/bupsy.580.0161.
Boulanger, Dany, François Larose, and Yves Couturier. "La logique déficitaire en intervention sociale auprès des parents." Perspectives étatiques 23, no. 1 (May 10, 2011): 152–76. http://dx.doi.org/10.7202/1003174ar.
Myre-Bisaillon, Julie, Nancy Boutin, and Carl Beaudoin. "Les pratiques d’éveil à la lecture et à l’écriture à la maternelle en milieux défavorisés : quand les parents viennent en classe." Nouveaux cahiers de la recherche en éducation 17, no. 2 (May 26, 2015): 66–95. http://dx.doi.org/10.7202/1030888ar.
Émond, Isabelle, Laurier Fortin, Égide Royer, and Pierre Potvin. "Les troubles extériorisés et intériorisés des enfants témoins de violence conjugale et leurs variables associées : une recension des écrits." Mosaïque 25, no. 1 (June 5, 2006): 258–87. http://dx.doi.org/10.7202/013034ar.
Féat, Dominique, and Anne Salomon. "L’enseignant face aux rôles sexuels des filles et des garçons : une problématique complexe." Articles 17, no. 2 (November 16, 2009): 223–43. http://dx.doi.org/10.7202/900697ar.
Lapointe, Jean-René, and Jacinthe Dion. "Description d’un processus de théorisation portant sur les conditions de réussite d’une expérience d’inclusion vécue par des élèves en troubles d’apprentissage : pratiques éducatives, attitudes parentales et éléments contextuels." Approches inductives 2, no. 1 (January 19, 2015): 68–91. http://dx.doi.org/10.7202/1028101ar.
Murcier, Nicolas, and Laurent Ott. "Pour de réelles pratiques de prévention primaire à partir du travail de rue." La prévention précoce en question, no. 1 (April 5, 2012): 161–71. http://dx.doi.org/10.7202/1008634ar.
Pirone, Ilaria, and Dominique Ottavi. "« La force des normes » : entretien avec Pierre Macherey." psychologie clinique, no. 50 (2020): 7–14. http://dx.doi.org/10.1051/psyc/202050007.
Côté-Dion, Claude-Marie, Jenny-Lee Gagnon, Marie-Josée Letarte, Myriam Laventure, and Mathilde Garneau. "Prédicteurs de l’évolution des pratiques éducatives de parents ayant une addiction à l’alcool ou aux drogues au cours d’un programme entraînement aux habiletés parentales." Psychotropes Vol. 28, no. 3 (December 22, 2022): 165–90. http://dx.doi.org/10.3917/psyt.283.0165.
Lang, Vincent. "La profession enseignante en France." Éducation et francophonie 29, no. 1 (July 28, 2021): 52–69. http://dx.doi.org/10.7202/1079567ar.
Дисертації з теми "Rapport aux pratiques éducatives parentales":
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
Généreux, Rosemarie. "L’effet d’un programme d’entraînement aux habiletés parentales sur le comportement d’enfants TDAH expliqué par l’amélioration de certaines pratiques éducatives parentales." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6772.
Fortier, Hélène. "L'alliance thérapeutique lors d'un programme d'entraînement aux habiletés parentales en contexte de protection de la jeunesse." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/8737.
Gagné, Karine. "Effets d’un programme d’entraînement aux habiletés parentales implanté auprès des familles d’accueil sur les problèmes de comportement des enfants et sur les pratiques éducatives des parents d’accueil." Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5967.
Degboe, Komi Enyo. "La didactique comme levier de transformation des pratiques éducatives et de la formation au Togo, à travers la question du sens, du rapport aux savoirs et des "activités orientantes." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0323.
This thesis deals with the transmission and the building of knowledge in Togolese class. It aims at prospectively focusing on the teaching-learning processes at stake in Togo. Our issue is to enlighten not only what is at stake regarding the grade repetitions but also the poor professional insertion of the students when compared to the teachers professional standards. Basing our Togolese field survey on the teaching command in secondary classes, we’re assuming the idea of “guiding activities” enabling us to stress the teachers’ skills. Our approach lies on showing how a better taking into account of the meaning assigned to the pupils’ learning processes, arises questions regarding the evolution of the teaching practices
Letarte, Marie-Josée. "Stades et mécanismes de changement des pratiques éducatives lors d'un programme d'entraînement aux habiletés parentales." Thèse, 2007. http://hdl.handle.net/1866/17021.
Lessard, Julie. "Pratiques éducatives des parents d’enfants ayant un TDA/H : le point de vue des parents et d’un observateur." Thèse, 2010. http://hdl.handle.net/1866/4522.
The purpose of this thesis was to examine various measures of parenting practices and their ability to account for these practices. The instrument’s sensitivity to changes following a parent training program is also examined while taking into account potential moderators of treatment response. Two studies constitute the body of this thesis. The first study compared two parenting practices questionnaire on the basis of empirical data. The Parenting Practices Interview (PPI) is a self-report questionnaire for 3 to 8-year old children used to evaluate changes in parenting practices following a parent training program (PTP). The Alabama Parenting Questionnaire (APQ) is a self-report questionnaire for school-age children that has been used for multiple research purposes. One hundred and twenty parents completed both the PPI and APQ. Correlation analyses, principal component analysis and canonical correlations were performed, with results indicating that the PPI and APQ measure similar parenting practices. Only a few scales from the PPI were not measured by the APQ and represented additional content. Because both measures cover the same parenting practices aspects equally well, choice of questionnaire should be based on purpose of study, practicality and age of children. The second study examined changes in parenting practices following a parent training program for families of school-age children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Changes were examined with an observational measure specifically created for this project. Seventy-seven families were assigned to either the Incredible Years parent training program (PTP), a support phone call group (SPC), or to a community services (C) control group. Parenting practices were assessed before and after the intervention through direct observations. Results showed that parents in the PTP group reduced the percentage of harsh/negative parenting practices and increased the percentage of positive parenting practices used following the intervention while parents from the other two groups did not change. In addition, ADHD subtypes, comorbidity and cumulative risks based on parent’s characteristics did not moderate treatment response. Findings from this study show that the new observational measure is sensitive enough to detect changes following a PTP and also indicate that a parent training program is a valuable intervention for families of school-age children diagnosed with ADHD.
Частини книг з теми "Rapport aux pratiques éducatives parentales":
Jonchery, Anne. "Visiter en famille." In Visiter en famille, 15–60. La Documentation française, 2016. http://dx.doi.org/10.3917/ldf.jonch.2016.01.0015.
HUMBERT, Philippe. "Documenter les variations du français pour mieux promouvoir l’enseignement de la norme en Afrique." In L’expansion de la norme endogène du français en francophonie, 143–60. Editions des archives contemporaines, 2023. http://dx.doi.org/10.17184/eac.7151.